Kültürel Sermayenin Öğrencilerin Örtük Program Algıları ve Yaşantıları Üzerindeki İzleri

Yıl 2024, Cilt: 26 Sayı: 3, 352 - 367, 30.09.2024

Halil Han Aktaş , Cennet Engin

https://doi.org/10.17556/erziefd.1488249

Öz

Bu çalışma, Ankara'da bir fen lisesindeki dokuzuncu sınıf öğrencilerinin örtük programa ilişkin algılarını ve yaşantılarını, kültürel sermayenin bunun şekillenmesindeki etkisini göz önünde bulundurarak incelemektedir. Çalışmada nitel bir durum çalışması kullanılmış, yarı yapılandırılmış görüşmeler ve gözlemlerden yararlanılmıştır. Yirmi haftalık bir süre zarfında, amaçlı örneklemeyle seçilmiş 17 katılımcının her biri ile çalışmanın başında ve sonunda olmak üzere toplam 34 görüşme; her iki haftada bir gerçekleştirilen okul ziyaretleriyle 10 günlük gözlem yapılmıştır. Toplanan verilerde içerik analizi yapılmış, veriler titizlikle okunmuş, kodlanmış ve temalar belirlenmiştir. Bulgular, öğrencilerin kültürel sermayelerinin, okuldaki sosyal ve materyal kaynaklara erişimlerini ve kullanımlarını şekillendirdiğini ve örtük programa dair algı ve yaşantılarını etkilediğini ortaya çıkarmıştır. Öğrencilerin, okullarını öncelikli olarak fen liselerine dair daha geniş hedeflerle özdeşleşen bir kurum olarak değil de sınavlara iyi hazırlık yapan bir yer olarak ele aldıkları da gözlemlenmiştir. Ayrıca, yatılı ve gündüzlü öğrencilerin yaşantıları arasında da farklılıklar gözlemlenmiştir. Bulgular eğitimcilerin, öğrencilerin farklı kültürel sermayelerini göz önünde bulundurabilecek ve dâhil edecek daha kapsayıcı ve özgürleştirici bir eğitim ortamı geliştirmelerinin gereğini ortaya koymaktadır. Ayrıca, çalışmada yatılı okulların gündüzlü öğrenciler için daha katılımcı bir kültür oluşturmasının gereği vurgulanmaktadır.

Anahtar Kelimeler

Örtük program, Habitus, Kültürel sermaye, Fen lisesi, Tabakalaşma

The Influence of Cultural Capital on Students' Perceptions and Experiences of Hidden Curriculum

Öz

This study investigates the perceptions and experiences of ninth-grade students concerning the hidden curriculum at a science high school in Ankara, focusing on how cultural capital influences its manifestation. A qualitative case study was employed, utilizing semi-structured interviews and observations. Throughout a 20-week period, 34 interviews were conducted with 17 purposively selected participants, one at the beginning and one at the end of the study, complemented by 10 days of observation over biweekly school visits. The collected data underwent content analysis, involving thorough reading, coding, and theme identification. The findings highlight that the cultural capital of students shaped their experiences and perceptions of the hidden curriculum, influencing their access to and use of social and material resources at school. Notably, students viewed their school primarily as a preparatory ground for exams rather than an institution aligned with the broader educational goals for science high schools. Additionally, the study observed differences in the experiences of boarder and extern students. The findings suggest that educators need to develop inclusive strategies that recognize and integrate students' varying cultural capital to foster a more emancipatory educational environment. Additionally, the study highlights the need for boarding schools to establish a participatory culture for extern students.

Anahtar Kelimeler

Hidden curriculum, habitus, cultural capital, science high school, stratification

Kaynakça

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