Teachers' Educational Work Evaluation and Alienation. A Marxist perspective.

Yıl 2025, Cilt: 9 Sayı: 2, 92 - 102, 03.07.2025

Panagiotis Giavrimis

Öz

The teacher's alienation is mediated by an educational policy on evaluation, which is perceived as impersonal and bureaucratic. Teacher evaluation is a crucial institution for determining the effectiveness of educational practices. For some social scientists, evaluation is a mechanism for harmonising teachers and legitimising social reproduction. Teachers' professional identity is structured within a framework of international and national imperatives that delineate the orientations of educational practice, set the criteria of effectiveness, and simultaneously alienate the very nature of its existence. Through educational accountability systems, responsibilities are placed on the teacher, reproducing, with political intentionality, both the dominant ideology and the social hierarchy. The teacher is alienated because the evaluative processes and inflexibility of educational policies often fail to account for the cultural changes that are taking place in many cases. Moreover, alienation is expressed in the contradictions reflected in the rhetoric of democratic climate and respect for diversity within the educational system and in the policies of evaluation, accountability and effectiveness of educational practices

Anahtar Kelimeler

Teacher , Evaluation , Alienation , Marxist theory

Öğretmenlerin Eğitim İşini Değerlendirmesi ve Yabancılaşma. Marksist bir bakış açısı.

Öz

Öğretmenin yabancılaşmasına, kişisel olmayan ve bürokratik olarak algılanan değerlendirmeye ilişkin bir eğitim politikası aracılık etmektedir. Öğretmen değerlendirmesi, eğitim uygulamalarının etkililiğini belirleyen önemli bir kurumdur. Bazı sosyal bilimciler için değerlendirme, öğretmenleri uyumlu hale getiren ve toplumsal yeniden üretimi meşrulaştıran bir mekanizmadır. Öğretmenlerin mesleki kimliği, eğitim uygulamalarının yönelimlerini belirleyen, etkililik ölçütlerini belirleyen ve aynı zamanda varoluşunun doğasını yabancılaştıran uluslararası ve ulusal zorunluluklar çerçevesinde yapılandırılmıştır. Eğitimde hesap verebilirlik sistemleri aracılığıyla öğretmene sorumluluklar yüklenerek hem egemen ideoloji hem de toplumsal hiyerarşi siyasi bir niyetle yeniden üretilmektedir. Öğretmen yabancılaşmıştır çünkü değerlendirme süreçleri ve eğitim politikalarının esnek olmayışı çoğu durumda meydana gelen kültürel değişimleri hesaba katmakta başarısız olmaktadır. Dahası, yabancılaşma, eğitim sistemi içindeki demokratik iklim ve çeşitliliğe saygı retoriği ile eğitim uygulamalarının değerlendirilmesi, hesap verebilirliği ve etkililiği politikalarına yansıyan çelişkilerde ifade bulmaktadır

Anahtar Kelimeler

Öğretmen , Değerlendirme , Yabancılaşma , Marksist teori

Kaynakça

• Aksakalli, A. (2024). From Marx to the classroom: Understanding teacher alienation in policy contexts. Policy Futures in Education, 23(2), 337-354. https://doi.org/10.1177/14782103241279583
• Althusser, L. (1971). Ideology and Ideological State Apparatuses: Notes towards an investigation. In L. Althusser (ed.), Lenin and Philosophy and Other Essays (pp. 127-86). New Left Books.
• Aventisian-Pagoropoulou, A., Giavrimis, P. & Koumpias, M. (2001). Teachers' knowledge and attitudes about reading disorder and burnout syndrome. Pedagogical Discourse, 3, 29–43.
• Ball, S. & Youdell, D. (2007). Hidden privatisation in public education: A preliminary report. Education International. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.534.7273&rep=rep1&type=pdf
• Bauman, Z. (2002). Postmodernity and its discontents (ed. G.I. Babasakis). Psychogios.
• Beck, J., & Young, M. F. (2005). The Assault on the professions and restructuring academic and professional identities: A Bernsteinian analysis. British Journal of Sociology of Education, 26(2), 183–197. http://dx.doi.org/10.1080/0142569042000294165
• Blackledge, D., & Hunt, B. (2004). Sociology of education. Metaixhmio.
• Blumer, Η. (1986). Symbolic Interactionism. Perspective and method. Prentice Hall.
• Bottomore, T. (ed.) (1983). A Dictionary of Marxist Thought. Harvard University Press.
• Bourdieu, P. (1995). Sociology of education (Eds. I. Labiri-Dimaki & N. Panagiotopoulos). Kardamitsa-Delfini.
• Bowles, S., & Gintis, H. (1976). Schooling in Capitalist America: Educational reform and the contradictions of economic life. Basic Books.
• Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681-711. http://dx.doi.org/10.1353/etc.2014.0032
• Dimitropoulos, E. (1999). Part One: Evaluating education and the educational project. 5th ed. Grigoris
• Eurydice (2015). Assuring quality in education policies and approaches to school evaluation in Europe. Eurydice.
• Foucault, Μ. (1977). Discipline and Punish: The birth of the prison. Penguin.
• Gewirtz, S., Mahony, P., Hextall, I., & Cribb, A. (Eds.). (2009). Changing teacher professionalism. International trends, challenges and ways forward. Routledge. https://doi.org/10.4324/9780203887264
• Geyer, F. R., & Schweitzer, D. R. (1976). Introduction. Theories of Alienation: Critical perspectives in philosophy and social sciences. Martinus Nijhoff Social Sciences Division. http://dx.doi.org/10.1007/978-1-4684-8813-5
• Giavrimis, P. (2020). Privatisation of education in contemporary society: The case of shadow education in Greece. In B. Arslan-Cansever & P. Onder-Erol, Sociological perspectives on educating children in contemporary society (pp. 79–106). IGI Global.
• Giavrimis, P. (2022). Shadow education as a tool of “colonisation” of public education. International Journal of Educational Reform. https://doi.org/10.1177/10567879221110516
• Giavrimis, P. (2022). Sociology of education: Theoretical and research approaches. Benos.
• Giavrimis, P. (2023). Inclusion of disabled immigrants/refugees in the Greek educational system: Views of primary school teachers. International Journal of Social Sciences and Education Research, 9(3), 202–212. http://dx.doi.org/10.24289/ijsser.1330844
• Giddens, A. (2006). Sociology. Polity Press.
• Gravaris, D. & Papadakis, N. (Eds.) (2005). Between state and market. Savvalas.
• Hall, R. (2022). Alienation and Education. In A. Maisuria (ed.), Encyclopaedia of Marxism and Education (pp. 29–45). http://dx.doi.org/10.1163/9789004505612
• Jensen, N. R. (2019). Alienation, neoliberalism and education. Social Work and Society, 17 (1), 1–19.
• Kassotakis, M. (1992). The request for the objective evaluation of the educational undertaking and its problems. In A. Andreou (ed.), Evaluation of the educational work: Basic training and education of teachers (pp. 46-70). Writers-Teachers Publishing Group.
• Lasky, S. (2005). A sociocultural approach to understanding teacher identity, Agency, and professional vulnerability in the context of secondary school reform. Teaching and teacher education, 21(8), 899–916. http://dx.doi.org/10.1016/j.tate.2005.06.003
• Macionis, J. (2007). Society: The Basics. Prentice Hall.
• Marx K. (1975). Economic and Philosophical Manuscripts (ed. M. Grammenos). Glaros
• Marx, Κ. (1978). Economic and philosophic manuscripts of 1844. In K. Marx & F. Engels (Eds.), The Marx-Engels Reader (pp. 70–81). Norton.
• Mavrogiorgos, G. (2002). Teacher evaluation: The Harmonisation of Panopticism. In H. (2002). Katsikas, & C. Kavvadias (Eds.), Evaluation in Education. Who, Whom and Why (pp. 139-149). Savvalas.
• Mesaros, I. (ed. Stavrou A.) (1974). Marx's Theory of Alienation (ed. E. Konstantinos ). Rappa
• Noula, I., & Govaris, C. (2018). Neoliberalism and pedagogical practices of alienation: A case study research on the integrated curriculum in Greek primary education. British Journal of Educational Studies, 66(2), 203-224. http://dx.doi.org/10.1080/00071005.2017.1314446
• Noutsos, Charalambos. (1986). Ideology and Educational Policy. Themelio
• Papakonstantinou, P., & Kolympari, T. (2019). A bone of contention: Teacher evaluation system in Greece. International Journal of Management in Education, 13(1), 40-58. http://dx.doi.org/10.1504/IJMIE.2019.096475
• Robins, K., & Webster, F. (2002). The Age of Technocivilization. Kastaniotis.
• Skaalvik, E. M., & Skaalvik, S. (2017). Dimensions of teacher burnout: relationships with potential stressors at school. Social Psychology of Education, 20(4), 775-790. http://dx.doi.org/10.1007/s11218-017-9391-0
• Stagia, D. & Iordanidis, G. (2014). Job Stress and burnout among teachers in the era of economic crisis. Scientific Yearbook of the Department of Early Childhood Education, University of Ioannina, 7, 56-82.
• Steiner, K. (2017). A qualitative analysis of primary school teachers' burnout patterns. The New Educational Review, 48, 179–189. http://dx.doi.org/10.15804/tner.2017.48.2.14
• Tuma, A. P., Hamilton, L. S., & Tsai, T. (2018). A nationwide look at teacher perceptions of feedback and evaluation systems. Rand Corporation.
• Wendling, A. E. (2009). Karl Marx on technology and alienation. Palgrave Macmillan UK eBooks. https://doi.org/10.1057/9780230233997
• Whitty, G. (2007). Sociology and school cognition. Research Theory and the Politics of the Analytical Programme (ed. E. Politopoulou). Epikentro.
• Yildiz, B. B., Gunay, G., & Özbilen, F. M. (2021). Evaluation of teachers' motivation and curriculum autonomy levels. Educational Policy Analysis and Strategic Research, 16(2), 330-353. http://dx.doi.org/10.29329/epasr.2020.345.15
• Young, M. (2008). From constructivism to realism in the sociology of curriculum. Review of research in Education, 32(1), 1–28. http://dx.doi.org/10.3102/0091732X07308969
• Zmas, A. (2007). Globalisation and educational policy. Metaixmio.