The Enacted Curriculum's Impact on Learner Identity and Inequities in Türkiye

İrem Nur Akkan; Derya Atik Kara

doi:10.17275/per.24.93.11.6

EN

The Enacted Curriculum's Impact on Learner Identity and Inequities in Türkiye

Abstract

Inequities are apparent worldwide, and those are affected by many social, political, economic and educational factors. Especially in education, ideological perspectives shape the learners’ future via educational components. The present study aimed to reveal the role of the enacted curriculum in deepening and reproducing inequities by making sense of the experiences of disadvantaged Turkish learners regarding identity construction. Interpretive phenomenology was used as a research design to achieve this aim based on sociological and sociocultural perspectives. Since interpretative phenomenology argues that experiences cannot be separated from social and cultural life, it is a design that naturally includes recognition, context and experience, forming learner identity dimensions included in this study’s theoretical base. Participants comprised seven disadvantaged Turkish single mothers and their secondary-level children from different backgrounds. For data analysis, semi-structured interviews were conducted, and interpretative phenomenological analysis was used to analyse interviews through MAXQDA2020. As a result of the analysis, it was shown that the learners constructed fluid identities based on different contexts and conditions. These identities were related to the reproduction of capital accumulation and reinforced by the enacted curriculum. In addition, social issues like COVID-19 affected the identities of learners since it had various social and educational results.

Keywords

educational inequity, curriculum theory, phenomenology, reconceptualization, pandemic

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Details

Primary Language

English

Subjects

Specialist Studies in Education (Other)

Journal Section

Research Article

Authors

İrem Nur Akkan ^*
0000-0003-3905-2951
Türkiye

Derya Atik Kara
0000-0002-6890-030X
Türkiye

Early Pub Date

December 29, 2024

Publication Date

December 31, 2024

Submission Date

October 10, 2024

Acceptance Date

December 2, 2024

Published in Issue

Year 2024 Volume: 11 Number: H. Ferhan Odabaşı Gift Issue

DOI

https://doi.org/10.17275/per.24.93.11.6

IZ

https://izlik.org/JA66RF45DN

APA

Akkan, İ. N., & Atik Kara, D. (2024). The Enacted Curriculum’s Impact on Learner Identity and Inequities in Türkiye. Participatory Educational Research, 11(H. Ferhan Odabaşı Gift Issue), 34-56. https://doi.org/10.17275/per.24.93.11.6

AMA

1.Akkan İN, Atik Kara D. The Enacted Curriculum’s Impact on Learner Identity and Inequities in Türkiye. PER. 2024;11(H. Ferhan Odabaşı Gift Issue):34-56. doi:10.17275/per.24.93.11.6

Chicago

Akkan, İrem Nur, and Derya Atik Kara. 2024. “The Enacted Curriculum’s Impact on Learner Identity and Inequities in Türkiye”. Participatory Educational Research 11 (H. Ferhan Odabaşı Gift Issue): 34-56. https://doi.org/10.17275/per.24.93.11.6.

EndNote

Akkan İN, Atik Kara D (December 1, 2024) The Enacted Curriculum’s Impact on Learner Identity and Inequities in Türkiye. Participatory Educational Research 11 H. Ferhan Odabaşı Gift Issue 34–56.

IEEE

[1]İ. N. Akkan and D. Atik Kara, “The Enacted Curriculum’s Impact on Learner Identity and Inequities in Türkiye”, PER, vol. 11, no. H. Ferhan Odabaşı Gift Issue, pp. 34–56, Dec. 2024, doi: 10.17275/per.24.93.11.6.

ISNAD

Akkan, İrem Nur - Atik Kara, Derya. “The Enacted Curriculum’s Impact on Learner Identity and Inequities in Türkiye”. Participatory Educational Research 11/H. Ferhan Odabaşı Gift Issue (December 1, 2024): 34-56. https://doi.org/10.17275/per.24.93.11.6.

JAMA

1.Akkan İN, Atik Kara D. The Enacted Curriculum’s Impact on Learner Identity and Inequities in Türkiye. PER. 2024;11:34–56.

MLA

Akkan, İrem Nur, and Derya Atik Kara. “The Enacted Curriculum’s Impact on Learner Identity and Inequities in Türkiye”. Participatory Educational Research, vol. 11, no. H. Ferhan Odabaşı Gift Issue, Dec. 2024, pp. 34-56, doi:10.17275/per.24.93.11.6.

Vancouver

1.İrem Nur Akkan, Derya Atik Kara. The Enacted Curriculum’s Impact on Learner Identity and Inequities in Türkiye. PER. 2024 Dec. 1;11(H. Ferhan Odabaşı Gift Issue):34-56. doi:10.17275/per.24.93.11.6