Etiyopya Eğitiminde Yeniden Üretim: Lise Yurtaşlık ve Etik Eğitimi Ders Kitaplarının Rolü

Yıl 2018, Cilt: 6 Sayı: 15, 191 - 207, 01.01.2018

İsmail Doğan Amina Menur Mudesir

Öz

Anlamlı eğitim herkes için vazgeçilmezdir ve ulus inşasında büyük sorumluluk alır. Bu çalışmanın amacı, Etiyopya eğitiminin yeniden üretilmesinde lisenin 9-12. Sınıf yurtaşlık ve etik eğitim ders kitaplarının rolünü incelemektir. Yurttaşlık ve etik ders kitaplarında toplumsal cinsiyet, kültür ve din gibi sosyal kimliklerin örüntüsü eşit olarak temsil edilmemektedir. Eğitim sistemi genel olarak eğitimdeki eşitsizliklerin mevcut örüntüleri yeniden üretme ile sonuçlanmıştır, örneğin kayıdı ve sonuçlar. Özellikle, kadınlar ve Müslüman toplumlarda genellikle, ilköğretimden üniversiteye kayıt olma oranının çok düşük olduğunu ve çok az sayıda kişinin yüksek vasıflı profesyoneller olarak çalışmakta olduklarını belirtmektedir. Bu çalışmayı yürütmek için araştırmacı, yarı yapılandırılmış görüşme ve belge analizi yöntemleri gibi nitel araştırma yöntemleri kullanmıştır. Ders kitaplarında farklı kimliklerin bulunması, hem eğitim hem de sosyolojik örneklerden önemlidir. Sunulan kişilikler, tüm öğrencileri sosyalleşme sürecinde etkileyebilir. Ders kitaplarında, mevcut örüntülerde bazı sosyal kimlikleri tutarlı bir şekilde ortaya koyma ve temsil edilmeyen diğer sosyal kimlikleri yok sayma sorunu vardır. Eğitim müfredatında toplumsal cinsiyet, kültürel ve dini çeşitliliği eşit temsilde bulunmak ve önyargılardan kaçınmak için eğitim planlayıcıları mevcut ders kitaplarını gözden geçirmelidir

Anahtar Kelimeler

Eğitimde Yeniden Üretim, Temsil Etmek, Toplumsal Cinsiyet, Kültür, Din, Ders Kitabı, Sosyalleştirme

Reproduction in Ethiopian Education: The Role of High School Civics and Ethical Education Textbooks

Öz

Meaningful education is essential for everyone and has a great responsibility of nation building. The purpose of this study is to examine the role of high school civics and ethical education textbooks in reproduction of Ethiopian education. The pattern of social identities such as gender, culture and religion is not equally represented in civic and ethical textbooks. The education system has generally resulted in reproducing existing patterns of the educational inequalities such as enrolment and the outcomes of education. Specifically, females and Muslim societies are generally having very low percent of enrolment from primary to university education and few people work as highly skilled professionals. To conduct this study, the researcher used qualitative research methodology like semi-structured interview and document analysis methods. The presence of different identities in textbooks is important from both the educational and sociological stances. The personalities presented can influence all students in their socialization process. In the textbooks, the existing patterns have a problem of consistently revealing some social identities and un representing or ignoring other social identities. In order to have equal representation and avoiding biases of gender, cultural and religious diversity in school curriculum, the educational planners should revise the existing textbooks

Anahtar Kelimeler

Educational Reproduction, Representation, Gender, Culture, Religion, Textbook, Socialization

Kaynakça

• • Abdi, A.A. & Cleghorn, A. (2005). Issues in African education: Sociological perspectives (eds), New York: Palgrave Macmillan.
• • Anyon, J. (2006). Social class, school knowledge, and the hidden curriculum: Re- theorizing reproduction. In Weis, L., Mcarthy, C., and Dimitriadis (eds), Ideology, curriculum, and the new sociology of education, Revisiting the work of Michael Apple (pp. 37-45), New York: Routledge
• • Apple, W. M. (2004). Ideology and curriculum, 3rd ed. New York: Routledge. ________,. (2012). Education and power, 2nd ed. New York: Routledge.
• • Arnot, M. (2002). Reproducing gender? Essays on educational theory and feminist politics, London: Routledge Falmer.
• • Bourdieu, P. (1990). The logic of practice, (trans. R. Nice). Cambridge: Polity.
• • Bourdieu, P. & Passeron, J. (1990). Reproduction in education, society and culture, California: Sage.
• • Butin W. D. (2005). Identity (re)construction and students’ resistance. In Butin W.D. (ed) Teaching social foundations of education: Context, theories, and issues (pp. 109- 126), New Jersey: Lawrence Erlbaum.
• • Central Statistics Agency. (CSA, 2014). Data Retrieved, February 19, 2017,17:35 http://www.photius. com/countries/ethiopia/society/ethiopia_society_ethnic_g roups_ethni~171.html
• • Creswell, J. (2013). Research design: Qualitative, quantitative, and mixed methods approaches, Thousand Oaks: Sage.
• • Doğan, İ. (2012a). Sosyoloji, kavramlar ve sourunlar, 12. Baskı, Ankara: Peygam Akademi.
• • Doğan, İ. (2012b). Eğitim sosyolojisi, 2. Basım, Ankara: Nobel
• • Freire, P. (2005). Pedagogy of the oppressed (30th Anniversary ed.) (Tran. Ramos, B.M), New York: Continuum.
• • Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press.
• • Gramsci, A. (1971). Selections from the prison notebooks. New York: International.
• • Grant, A.C. & Lei, J. (2008). Global constructions of multicultural education: Theories and realities, Mahwah: Lawrence Erlbaum.
• • Hall, S. (1997). The work of representation. In Stuart Hall(ed.) Representation: Cultural representations and signifying practices, (pp.13 74). London: Sage.
• • Inglis, C. (2008). Planning for cultural diversity, Paris: UNESCO.
• • Kelly, V. (2004). The curriculum theory and practice, (5th ed.), London: Sage
• • Kim, Y. (2013). Multicultural education in social studies textbooks in South Korea and the United States: A comparative analysis, PhD Dissertation, College of education, University of Washington.
• • Lindsey, L. (1997). Gender roles: A sociological perspective, 3rd ed. New Jersey: Prentice Hall.
• • Ministry of Education (MoE). (2007). Civics and ethical education student textbook grade 9, India: Laxmi
• ________,. (2007). Civics and ethical education student textbook grade 10, India: Laxmi.
• ________,. (2007). Civics and ethical education student textbook grade 11, India: Laxmi.
• ________,. (2007). Civics and ethical education student textbook grade 12, India: Laxmi.
• • Nash, R. (1990). Bourdieu on education and social and cultural reproduction Roy source: British Journal of Sociology of Education, Vol. 11, No. 4, pp. 431-447. Published by: Taylor Stable URL: Accessed: 20/01/2016 00:10, http://www.jstor.org/stable/1392877
• • Pingel, F. (2010). UNESCO guidebook on textbook research and textbook revision, 2nd revised and updated edition, Paris: UNESCO.
• • Race, R. (2011). Multiculturalism and education: Contemporary issues in education studies, London: Continuum.
• • Schroeder, C. (2010). Diverse by design: Literacy education within multicultural institutions, Logan: Utah State University Press.
• • Swartz, E. (2005). Multicultural education: From a compensatory to a scholarly foundation. In Grant, A.C. (ed.), Research and multicultural education: From the margins to the mainstream (pp. 31-42), London: The Falmer Press.
• • UNESCO. (2005). Education for shared values for intercultural and interfaith understanding, France: Author.
• ___________, (2006). The impact of women teachers on girls’ education: Advocacy Brief, Bangkok: Author.
• ___________, (2017). Making textbook content inclusive, A focus on religion, gender and culture, Paris:
• Author, Retrieved from http://www.unesco.org/open-access/terms-use-ccbysa-en
• • Washington Models for the Evaluation of Bias Content in Instructional Materials, (2009). Retrieved from, http://www.k12.wa.us/Equity/pubdocs/WashingtonModelsfortheEvaluationofBias.pdf
• • Wright, H., Singh, M. and Race, R. (2012). Precarious international multicultural education: Hegemony, dissent and rising alternatives, Rotterdam: Sense.
• • Yaqin, L. (2002). Socialization of the gender role as seen from Bao Bao’s family classroom. Chinese education and society, 35(5) 14 22. doi:10.2753/CED1061 1932350514Z