Research Article
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Critical Pedagogy in Turkish Education System: Academicians' Opinions

Year 2023, Volume: 8 Issue: 4, 916 - 931, 27.10.2023
https://doi.org/10.24331/ijere.1346303

Abstract

This study analyzed the Turkish education system in terms of critical pedagogy principles. Through the semi-structured interview form developed within the scope of the research, interviews were conducted with 32 academicians, and the data obtained as a result of the study were brought together on a question basis in the first stage and coded using MAXQDA software. The codes that show the same theme group characteristics and provide integrity of meaning within themselves were brought together. The data obtained in this context were analyzed, and the codes, categories, and themes were visualized and presented in MAXMaps according to their frequency of repetition. As a result of the research, the participants primarily defined the concept of critical pedagogy as a questioning perspective. The participants stated that the education system does not respond to differentiated needs, does not contribute to social justice and equality, and does not pave the way for social change and development. Participants also believe a qualified and sustainable policy is not implemented in the Turkish education system. It has been argued that teachers do not contribute to pupils becoming influential individuals or thinking critically and that the reasons for this are the educational systems in place. As a result of the study, it was suggested that education should be free from ideology, teachers should be supported intellectually and professionally, and school-family cooperation should be ensured

References

  • Walker, M. (2010). Critical capability pedagogies and university education. Educational Philosophy and Theory 42(8): 898–917. https://dergipark.org.tr/en/download/article-file/188094
Year 2023, Volume: 8 Issue: 4, 916 - 931, 27.10.2023
https://doi.org/10.24331/ijere.1346303

Abstract

References

  • Walker, M. (2010). Critical capability pedagogies and university education. Educational Philosophy and Theory 42(8): 898–917. https://dergipark.org.tr/en/download/article-file/188094
There are 1 citations in total.

Details

Primary Language English
Subjects Philosophical and Social Foundations of Education, Curriculum and Instration (Other)
Journal Section Articles
Authors

Şehnaz Nigar Çelik 0000-0001-9949-0668

Early Pub Date October 13, 2023
Publication Date October 27, 2023
Published in Issue Year 2023 Volume: 8 Issue: 4

Cite

APA Nigar Çelik, Ş. (2023). Critical Pedagogy in Turkish Education System: Academicians’ Opinions. International Journal of Educational Research Review, 8(4), 916-931. https://doi.org/10.24331/ijere.1346303
AMA Nigar Çelik Ş. Critical Pedagogy in Turkish Education System: Academicians’ Opinions. IJERE. October 2023;8(4):916-931. doi:10.24331/ijere.1346303
Chicago Nigar Çelik, Şehnaz. “Critical Pedagogy in Turkish Education System: Academicians’ Opinions”. International Journal of Educational Research Review 8, no. 4 (October 2023): 916-31. https://doi.org/10.24331/ijere.1346303.
EndNote Nigar Çelik Ş (October 1, 2023) Critical Pedagogy in Turkish Education System: Academicians’ Opinions. International Journal of Educational Research Review 8 4 916–931.
IEEE Ş. Nigar Çelik, “Critical Pedagogy in Turkish Education System: Academicians’ Opinions”, IJERE, vol. 8, no. 4, pp. 916–931, 2023, doi: 10.24331/ijere.1346303.
ISNAD Nigar Çelik, Şehnaz. “Critical Pedagogy in Turkish Education System: Academicians’ Opinions”. International Journal of Educational Research Review 8/4 (October 2023), 916-931. https://doi.org/10.24331/ijere.1346303.
JAMA Nigar Çelik Ş. Critical Pedagogy in Turkish Education System: Academicians’ Opinions. IJERE. 2023;8:916–931.
MLA Nigar Çelik, Şehnaz. “Critical Pedagogy in Turkish Education System: Academicians’ Opinions”. International Journal of Educational Research Review, vol. 8, no. 4, 2023, pp. 916-31, doi:10.24331/ijere.1346303.
Vancouver Nigar Çelik Ş. Critical Pedagogy in Turkish Education System: Academicians’ Opinions. IJERE. 2023;8(4):916-31.

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