Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault

Ayhan Aksakallı; Rıza Salar

doi:10.5152/AUJKKEF.2022.1037765

TR EN

Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault

Abstract

In this study, we aimed to investigate the educational beliefs revealed by teachers in the light of Michel Foucault’s power–knowledge theory. We determined the participants of the research according to the purposive sampling method. The participants were 52 teachers in different provinces of Türkiye working in various fields. We conducted semi-structured interviews consisting of seven basic questions in three explanatory categories with the teachers. We analyzed qualitative data through phenomenographic analysis. Three different explanatory categories were obtained from the data: “reproduced education”, “reproduced teacher” and “power ideology “. This study shows the educational beliefs revealed in teachers in terms of three parameters (education, teacher, and ideology) chosen in line with the power–knowledge relations of Michel Foucault. The findings are thought to open up new horizons for us in order to see the changes that may occur in educational beliefs as a result of power–knowledge relations, as a result of education and its practitioners, which is the constitutive mechanism of our lives as well as our rights and acceptances, in today’s world where everything becomes visible.

Keywords

Educational beliefs, phenomenographic research model, power, knowledge

Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault

Abstract

In this study, we aimed to investigate the educational beliefs revealed by teachers in the light of Michel Foucault’s power–knowledge theory. We determined the participants of the research according to the purposive sampling method. The participants were 52 teachers in different provinces of Türkiye working in various fields. We conducted semi-structured interviews consisting of seven basic questions in three explanatory categories with the teachers. We analyzed qualitative data through phenomenographic analysis. Three different explanatory categories were obtained from the data: “reproduced education”, “reproduced teacher” and “power ideology “. This study shows the educational beliefs revealed in teachers in terms of three parameters (education, teacher, and ideology) chosen in line with the power–knowledge relations of Michel Foucault. The findings are thought to open up new horizons for us in order to see the changes that may occur in educational beliefs as a result of power–knowledge relations, as a result of education and its practitioners, which is the constitutive mechanism of our lives as well as our rights and acceptances, in today’s world where everything becomes visible.

Keywords

Educational beliefs, phenomenographic research model, power, knowledge

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Details

Primary Language

English

Subjects

Philosophical and Social Foundations of Education

Journal Section

Research Article

Authors

Ayhan Aksakallı
Türkiye

Rıza Salar ^*
Türkiye

Publication Date

September 17, 2023

Submission Date

December 17, 2021

Acceptance Date

August 18, 2022

Published in Issue

Year 2023 Number: 50

DOI

https://doi.org/10.5152/AUJKKEF.2022.1037765

IZ

https://izlik.org/JA58JJ79MJ

APA

Aksakallı, A., & Salar, R. (2023). Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault. Educational Academic Research, 50, 1-13. https://doi.org/10.5152/AUJKKEF.2022.1037765

AMA

1.Aksakallı A, Salar R. Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault. Educational Academic Research. 2023;(50):1-13. doi:10.5152/AUJKKEF.2022.1037765

Chicago

Aksakallı, Ayhan, and Rıza Salar. 2023. “Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault”. Educational Academic Research, nos. 50: 1-13. https://doi.org/10.5152/AUJKKEF.2022.1037765.

EndNote

Aksakallı A, Salar R (September 1, 2023) Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault. Educational Academic Research 50 1–13.

IEEE

[1]A. Aksakallı and R. Salar, “Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault”, Educational Academic Research, no. 50, pp. 1–13, Sept. 2023, doi: 10.5152/AUJKKEF.2022.1037765.

ISNAD

Aksakallı, Ayhan - Salar, Rıza. “Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault”. Educational Academic Research. 50 (September 1, 2023): 1-13. https://doi.org/10.5152/AUJKKEF.2022.1037765.

JAMA

1.Aksakallı A, Salar R. Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault. Educational Academic Research. 2023;:1–13.

MLA

Aksakallı, Ayhan, and Rıza Salar. “Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault”. Educational Academic Research, no. 50, Sept. 2023, pp. 1-13, doi:10.5152/AUJKKEF.2022.1037765.

Vancouver

1.Ayhan Aksakallı, Rıza Salar. Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault. Educational Academic Research. 2023 Sep. 1;(50):1-13. doi:10.5152/AUJKKEF.2022.1037765

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Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault

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Teachers’ Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault

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