Araştırma Makalesi
BibTex RIS Kaynak Göster

Tacit Racism Toward Roma Students: The Case of a Turkish Public School

Yıl 2024, Sayı: 69, 77 - 85, 13.06.2024
https://doi.org/10.26650/JECS2023-1327333

Öz

This study aims to reveal hidden racist practices within a Turkish public school and explores their perpetuation through daily interactions between teachers and Roma students. As part of an applied research project dedicated to empowering Roma children in the educational setting, the study employs discourse analysis to expose tacit racist discourses circulating within the school. Using participant observation, casual conversations, in-depth interviews, and focus group discussions, the research reveals implicit discriminatory practices in classrooms. Teacher interviews expose a prevalent coping mechanism, i.e., denial, which reflects reluctance to acknowledge their role in perpetuating discrimination despite awareness of the structural inequalities faced by Roma students. While comprehending systemic challenges, the adherence of the teachers to the myth of meritocracy fosters cognitive dissonance, which results in a dismissive incomprehension of the realities of and occasional assignment of blame to Roma students. Cultural stereotypes and pseudogenetic explanations function as convenient means of rationalizing existing biases. Navigating cognitive dissonance, teachers frequently redirect their focus toward the behaviors of Roma people due to a sense of helplessness and the influence of the pervasive meritocratic narrative. This dynamic contributes to the perpetuation of institutional racism through the daily discourse of teachers, which inadvertently exacerbates this systemic issue.

Destekleyen Kurum

Central European University Foundation, Budapest (CEUBPF)

Proje Numarası

BPF/16975

Teşekkür

I would like to express my sincere gratitude to the Central European University Foundation, Budapest (CEUBPF), for their generous support in funding this research project. Their contribution has been invaluable in ensuring the successful completion of this study. I am particularly grateful to Dr. Angela Kocze, the Chair of the Romani Studies Program, and Dr. Márton Rövid for their invaluable guidance and expertise. Their insightful feedback, valuable suggestions, and continuous support have significantly enriched this research endeavor.

Kaynakça

  • Ateş, A., & Ünal, A. (2022). Roman annelerin çocuklarının okullarıyla ilgili deneyimleri. Eğitim ve Bilim, 47 (210). http://dx.doi.org/10.15390/EB.2022.11176 google scholar
  • Baysu, G., & Ağırdağ, O. (2019). Turkey: Silencing ethnic inequalities under a carpet of nationalism shifting between secular and religious poles. In P.A.J. Stevens & A.G. Dworkin (Eds.), The Palgrave Handbook ofRace and Ethnic Inequalities in Education. (pp. 1073-1096). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94724-2_25 google scholar
  • Byford, J., Lennon, S., & Russell, W. B. (2009). Teaching controversial issues in the social studies: A research study of high school teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(4), 165-170. https://doi.org/10.3200/tchs.82.4.165-170 google scholar
  • Chancer, S. L., & Watkins X. B. (2006). Gender, race and class- an overview. Blackwell. google scholar
  • Collins, J. (1988). Language and class in minority education. Anthropology & Education Quarterly, 19(4), 299-326. https://doi.org/10.1525/aeq.1988.19.4.05x0914d google scholar
  • Demirer, S.Ö. (2011). Anthropology as a nation-building rhetoric: The shaping of Turkish anthropology (from 1850s to 1940s). Dialectical Anthropology, 35, 111-129. https://doi.org/10.1007/s10624-010-9210-x google scholar
  • Eliasoph, N. (1999). “Everyday racism” in a culture of political avoidance: Civil society, speech, and taboo. Social Problems, 46 (4), 479-502. google scholar
  • Essed, P. (2008). Everyday racism. In D. T. Goldberg & J. Solomos (Eds.), A Companion to Racial and Ethnic Studies. (pp. 202-216). John Wiley & Sons, Ltd. https://doi.org/10.1111/B.9780631206163.2002.00020.X google scholar
  • Evans, R. W., Avery, P. G., & Pederson, P. V. (1999). The social studies taboo topics: cultural restraint on teaching social issues. The Social Studies, 90(5), 218-224. https://doi.org/10.1080/00377999909602419 google scholar
  • Fairclough, N. (1989). Language and power. Longman. google scholar
  • Gonsalves, R. E. (2008). Hysterical blindness and the ideology of denial: Preservice teachers’ resistance to multicultural education. Counterpoints, 319, 3-27. https://about.jstor.org/terms google scholar
  • Hall, S. (1992). Race, culture, and communications: Looking backward and forward at cultural studies. Rethinking Marxism, 5(1), 10-18. https://doi.org/10.1080/08935699208657998 google scholar
  • Hand, M., & Levinson, R. (2012). Discussing controversial issues in the classroom. Educational Philosophy and Theory, 44(6), 614-629. https://doi.org/10.1111/J.1469-5812.2010.00732.X google scholar
  • Journell, W. (2012). Teachers’ controversial issue decisions related to race, gender, and religion during the 2008 presidential election. Theory & Research in Social Education, 39(3), 348-392. https://doi.org/10.1080/00933104.2011.10473459 google scholar
  • Kello, K. (2016). Sensitive and controversial issues in the classroom: Teaching history in a divided society. Teachers and Teaching: Theory and Practice, 22(1), 35-53. https://doi.org/10.1080/13540602.2015.1023027 google scholar
  • Kelly, T. E. (1986). Discussing controversial issues: Four perspectives on the teacher’s role. Theory and Research in Social Education, 14(2), 113-138. https://doi.org/10.1080/00933104.1986.10505516 google scholar
  • Kesik, F., Şahin, İ. & Zoraloğlu, Y.R. (2018). Roma Children: Victims of social injustices in education. International Journal of Progressive Education, 14(6), 200-214. doi: 10.29329Zype.2018.179.15 google scholar
  • Lund, D. E. (2006). Rocking the racism boat: School-based activists speak out on denial and avoidance. Race Ethnicity and Education, 9(2), 203-221. https://doi.org/10.1080/13613320600696813 google scholar
  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969. https://doi.org/10.1037/0003-066X.41.9.954 google scholar
  • Marsch, A. (2008). Ethnicity and identity: who are the Gypsies? European Roma Rights Center Country Reports Series, 17, 21-30. google scholar
  • Marsh, A, (2010). The Gypsies in Turkey: History, ethnicity and identity-an action research strategy in practice. In D.L. Bas & T.A. Acton (Eds.), All Change!: Romani Studies through Romani Eyes. (pp. 27-38). Hatfield: University of Hertfordshire Press. google scholar
  • McNamee, S. J., & Miller, R. K., Jr. (2004). The meritocracy myth. New York: Rowman & Littlefield Publishers, Inc. google scholar
  • Osei-Kofi, N. (2005). A review of: “Payne, R.K. (2003). A framework for understanding poverty.” Equity & Excellence in Education, 38(4), 367-375. https://doi.org/10.1080/10665680500299833 google scholar
  • Oulton, C., Dillon, J., & Grace, M. M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 26(4), 411-423. https://doi.org/10.1080/0950069032000072746 google scholar
  • Rogers, R. (2011). Critical approaches to discourse analysis in educational research. InR. Rogers (Eds.), Critical Discourse Analysis in Education: A Review of the Literature. (pp. 1-20). Routledge. google scholar
  • Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., O’, G., & Joseph, G. (2005). Critical Discourse Analysis in Education: A Review of the Literature. In Review of Educational Research, 75 (3), 365-416. google scholar
  • Rymes, B. (2016). Classroom discourse analysis: A tool for critical reflection (2nd ed.). Routledge. google scholar
  • Somer, M. (2002). Ethnic Kurds, endogenous identities, and Turkey’s democratization and integration with Europe. The Global Review of Ethnopolitics, 1(4), 74-93. google scholar
  • Souto-Manning, M. (2014). Critical narrative analysis: The interplay of critical discourse and narrative analyses. International Journal of Qualitative Studies in Education, 27(2), 159-180. https://doi.org/10.1080/09518398.2012.737046 google scholar
  • Stradling, R. (1984). The teaching of controversial issues: An evaluation. Educational Review, 36(2), 121-129. https://doi.org/10.1080/0013191840360202 google scholar
  • Tunç Cox, A., & Uştuk, O. (2019). The Roma image in the mainstream Turkish audiovisual media: Sixty years of stereotyping. Romani Studies 29(2), 159-179. google scholar
  • Uştuk, O. (2021). Roman Kimliğinin Çatışmalı İnşası: “Fotokopi Romanlık” Karşısında Otantik Romanlık. Folklor/Edebiyat, 27(105), 151-165. https://doi.org/10.22559/folklor.1271 google scholar
  • Uştuk, O. (2024). Unwanted others of the city: Counter-cultural production of the Roma people of Urla-Turkey, Journal of Intercultural Studies. https://doi.org/10.1080/07256868.2024.2302434 google scholar
  • Uştuk, O., & Tunç Cox, A. (2020). Roma people of Turkey re-write their cinematographic images. Ethnicities, 20(3), 501-519. https://doi.org/10.1177/1468796819890463 google scholar
  • Van Dijk, T. (1993). Analyzing racism through discourse analysis: Some methodological reflections. In J. H. Stanfield II & R. M. Dennis (Eds.), Race and Ethnicity in Research Methods (pp. 92-134). Sage. google scholar
  • Van Djk, T.A., Ting-Toomey, S., Smitherman, G., & Troutman, D. (1997). Discourse, Ethnicity, Culture and Racism. In T. A. van Djk (Ed.), Discourse as social interaction (pp. 144-180). Sage. google scholar
  • Wierzbicka, A. (1999). Emotions across languages and cultures. In Emotions across Languages and Cultures. Cambridge University Press. https://doi.org/10.1017/cbo9780511521256 google scholar
  • Zürcher, E. J. (2017). Turkey: A modern history (4th ed.). I. B. Tauris. google scholar
Yıl 2024, Sayı: 69, 77 - 85, 13.06.2024
https://doi.org/10.26650/JECS2023-1327333

Öz

Proje Numarası

BPF/16975

Kaynakça

  • Ateş, A., & Ünal, A. (2022). Roman annelerin çocuklarının okullarıyla ilgili deneyimleri. Eğitim ve Bilim, 47 (210). http://dx.doi.org/10.15390/EB.2022.11176 google scholar
  • Baysu, G., & Ağırdağ, O. (2019). Turkey: Silencing ethnic inequalities under a carpet of nationalism shifting between secular and religious poles. In P.A.J. Stevens & A.G. Dworkin (Eds.), The Palgrave Handbook ofRace and Ethnic Inequalities in Education. (pp. 1073-1096). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-94724-2_25 google scholar
  • Byford, J., Lennon, S., & Russell, W. B. (2009). Teaching controversial issues in the social studies: A research study of high school teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(4), 165-170. https://doi.org/10.3200/tchs.82.4.165-170 google scholar
  • Chancer, S. L., & Watkins X. B. (2006). Gender, race and class- an overview. Blackwell. google scholar
  • Collins, J. (1988). Language and class in minority education. Anthropology & Education Quarterly, 19(4), 299-326. https://doi.org/10.1525/aeq.1988.19.4.05x0914d google scholar
  • Demirer, S.Ö. (2011). Anthropology as a nation-building rhetoric: The shaping of Turkish anthropology (from 1850s to 1940s). Dialectical Anthropology, 35, 111-129. https://doi.org/10.1007/s10624-010-9210-x google scholar
  • Eliasoph, N. (1999). “Everyday racism” in a culture of political avoidance: Civil society, speech, and taboo. Social Problems, 46 (4), 479-502. google scholar
  • Essed, P. (2008). Everyday racism. In D. T. Goldberg & J. Solomos (Eds.), A Companion to Racial and Ethnic Studies. (pp. 202-216). John Wiley & Sons, Ltd. https://doi.org/10.1111/B.9780631206163.2002.00020.X google scholar
  • Evans, R. W., Avery, P. G., & Pederson, P. V. (1999). The social studies taboo topics: cultural restraint on teaching social issues. The Social Studies, 90(5), 218-224. https://doi.org/10.1080/00377999909602419 google scholar
  • Fairclough, N. (1989). Language and power. Longman. google scholar
  • Gonsalves, R. E. (2008). Hysterical blindness and the ideology of denial: Preservice teachers’ resistance to multicultural education. Counterpoints, 319, 3-27. https://about.jstor.org/terms google scholar
  • Hall, S. (1992). Race, culture, and communications: Looking backward and forward at cultural studies. Rethinking Marxism, 5(1), 10-18. https://doi.org/10.1080/08935699208657998 google scholar
  • Hand, M., & Levinson, R. (2012). Discussing controversial issues in the classroom. Educational Philosophy and Theory, 44(6), 614-629. https://doi.org/10.1111/J.1469-5812.2010.00732.X google scholar
  • Journell, W. (2012). Teachers’ controversial issue decisions related to race, gender, and religion during the 2008 presidential election. Theory & Research in Social Education, 39(3), 348-392. https://doi.org/10.1080/00933104.2011.10473459 google scholar
  • Kello, K. (2016). Sensitive and controversial issues in the classroom: Teaching history in a divided society. Teachers and Teaching: Theory and Practice, 22(1), 35-53. https://doi.org/10.1080/13540602.2015.1023027 google scholar
  • Kelly, T. E. (1986). Discussing controversial issues: Four perspectives on the teacher’s role. Theory and Research in Social Education, 14(2), 113-138. https://doi.org/10.1080/00933104.1986.10505516 google scholar
  • Kesik, F., Şahin, İ. & Zoraloğlu, Y.R. (2018). Roma Children: Victims of social injustices in education. International Journal of Progressive Education, 14(6), 200-214. doi: 10.29329Zype.2018.179.15 google scholar
  • Lund, D. E. (2006). Rocking the racism boat: School-based activists speak out on denial and avoidance. Race Ethnicity and Education, 9(2), 203-221. https://doi.org/10.1080/13613320600696813 google scholar
  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969. https://doi.org/10.1037/0003-066X.41.9.954 google scholar
  • Marsch, A. (2008). Ethnicity and identity: who are the Gypsies? European Roma Rights Center Country Reports Series, 17, 21-30. google scholar
  • Marsh, A, (2010). The Gypsies in Turkey: History, ethnicity and identity-an action research strategy in practice. In D.L. Bas & T.A. Acton (Eds.), All Change!: Romani Studies through Romani Eyes. (pp. 27-38). Hatfield: University of Hertfordshire Press. google scholar
  • McNamee, S. J., & Miller, R. K., Jr. (2004). The meritocracy myth. New York: Rowman & Littlefield Publishers, Inc. google scholar
  • Osei-Kofi, N. (2005). A review of: “Payne, R.K. (2003). A framework for understanding poverty.” Equity & Excellence in Education, 38(4), 367-375. https://doi.org/10.1080/10665680500299833 google scholar
  • Oulton, C., Dillon, J., & Grace, M. M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 26(4), 411-423. https://doi.org/10.1080/0950069032000072746 google scholar
  • Rogers, R. (2011). Critical approaches to discourse analysis in educational research. InR. Rogers (Eds.), Critical Discourse Analysis in Education: A Review of the Literature. (pp. 1-20). Routledge. google scholar
  • Rogers, R., Malancharuvil-Berkes, E., Mosley, M., Hui, D., O’, G., & Joseph, G. (2005). Critical Discourse Analysis in Education: A Review of the Literature. In Review of Educational Research, 75 (3), 365-416. google scholar
  • Rymes, B. (2016). Classroom discourse analysis: A tool for critical reflection (2nd ed.). Routledge. google scholar
  • Somer, M. (2002). Ethnic Kurds, endogenous identities, and Turkey’s democratization and integration with Europe. The Global Review of Ethnopolitics, 1(4), 74-93. google scholar
  • Souto-Manning, M. (2014). Critical narrative analysis: The interplay of critical discourse and narrative analyses. International Journal of Qualitative Studies in Education, 27(2), 159-180. https://doi.org/10.1080/09518398.2012.737046 google scholar
  • Stradling, R. (1984). The teaching of controversial issues: An evaluation. Educational Review, 36(2), 121-129. https://doi.org/10.1080/0013191840360202 google scholar
  • Tunç Cox, A., & Uştuk, O. (2019). The Roma image in the mainstream Turkish audiovisual media: Sixty years of stereotyping. Romani Studies 29(2), 159-179. google scholar
  • Uştuk, O. (2021). Roman Kimliğinin Çatışmalı İnşası: “Fotokopi Romanlık” Karşısında Otantik Romanlık. Folklor/Edebiyat, 27(105), 151-165. https://doi.org/10.22559/folklor.1271 google scholar
  • Uştuk, O. (2024). Unwanted others of the city: Counter-cultural production of the Roma people of Urla-Turkey, Journal of Intercultural Studies. https://doi.org/10.1080/07256868.2024.2302434 google scholar
  • Uştuk, O., & Tunç Cox, A. (2020). Roma people of Turkey re-write their cinematographic images. Ethnicities, 20(3), 501-519. https://doi.org/10.1177/1468796819890463 google scholar
  • Van Dijk, T. (1993). Analyzing racism through discourse analysis: Some methodological reflections. In J. H. Stanfield II & R. M. Dennis (Eds.), Race and Ethnicity in Research Methods (pp. 92-134). Sage. google scholar
  • Van Djk, T.A., Ting-Toomey, S., Smitherman, G., & Troutman, D. (1997). Discourse, Ethnicity, Culture and Racism. In T. A. van Djk (Ed.), Discourse as social interaction (pp. 144-180). Sage. google scholar
  • Wierzbicka, A. (1999). Emotions across languages and cultures. In Emotions across Languages and Cultures. Cambridge University Press. https://doi.org/10.1017/cbo9780511521256 google scholar
  • Zürcher, E. J. (2017). Turkey: A modern history (4th ed.). I. B. Tauris. google scholar
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyoloji (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Ozan Uştuk 0000-0002-4062-8404

Proje Numarası BPF/16975
Yayımlanma Tarihi 13 Haziran 2024
Gönderilme Tarihi 14 Temmuz 2023
Yayımlandığı Sayı Yıl 2024 Sayı: 69

Kaynak Göster

APA Uştuk, O. (2024). Tacit Racism Toward Roma Students: The Case of a Turkish Public School. Journal of Economy Culture and Society(69), 77-85. https://doi.org/10.26650/JECS2023-1327333
AMA Uştuk O. Tacit Racism Toward Roma Students: The Case of a Turkish Public School. Journal of Economy Culture and Society. Haziran 2024;(69):77-85. doi:10.26650/JECS2023-1327333
Chicago Uştuk, Ozan. “Tacit Racism Toward Roma Students: The Case of a Turkish Public School”. Journal of Economy Culture and Society, sy. 69 (Haziran 2024): 77-85. https://doi.org/10.26650/JECS2023-1327333.
EndNote Uştuk O (01 Haziran 2024) Tacit Racism Toward Roma Students: The Case of a Turkish Public School. Journal of Economy Culture and Society 69 77–85.
IEEE O. Uştuk, “Tacit Racism Toward Roma Students: The Case of a Turkish Public School”, Journal of Economy Culture and Society, sy. 69, ss. 77–85, Haziran 2024, doi: 10.26650/JECS2023-1327333.
ISNAD Uştuk, Ozan. “Tacit Racism Toward Roma Students: The Case of a Turkish Public School”. Journal of Economy Culture and Society 69 (Haziran 2024), 77-85. https://doi.org/10.26650/JECS2023-1327333.
JAMA Uştuk O. Tacit Racism Toward Roma Students: The Case of a Turkish Public School. Journal of Economy Culture and Society. 2024;:77–85.
MLA Uştuk, Ozan. “Tacit Racism Toward Roma Students: The Case of a Turkish Public School”. Journal of Economy Culture and Society, sy. 69, 2024, ss. 77-85, doi:10.26650/JECS2023-1327333.
Vancouver Uştuk O. Tacit Racism Toward Roma Students: The Case of a Turkish Public School. Journal of Economy Culture and Society. 2024(69):77-85.