Birleşik Krallık’ın Öğretmen Eğitimine Yönelik Yedi Çağdaş İdeolojik Perspektifi

Öz

Bu çalışma Birleşik Krallık’taki öğretmen eğitimine yönelik yedi çağdaş ideolojik perspektifi incelemekte ve eleştirel olarak değerlendirmekte; Radikal Sağ, ‘Soft Merkez, ‘Katı Merkez ve ‘Merkezde Sol Left in the Centre ’ incelenmektedir. İncelerken birbiriyle bağlantılı üç söylem düzeyine atıf yapılmaktadır; bunlar popüler basın, akademik basınla birlikte ideologların çalışmaları ve son olarak parti politikasıdır. Bu çalışma öğretmen eğitimi alanının kültürel ve ideolojik olan sanal etki gücünü yitirmiş olmasını eleştirerek sadece Radikal Sağı değil, aynı zamanda eski Sol, Sol ve ‘Merkezde Sol’ gibi merkezi konumları da eleştirel olarak değerlendirmektedir. Sosyal adalete ve ahlak-etik seviyesinde yansımalar oluşturan öğretmen eğitimi ile öğretime güçlü bir bağlılık gösteren Radikal Sol söylemin üç tipi, bu dönemde izole edilmiştir; 1. Hemy Giroux ile Peter McLaren ve Stanley Aronowitz ve arkadaşlarının eleştirel ütopyacı dönüştürücü entelektüel olanakçı düşünüsü; 2. Kenneth Zeicimer ve Tom Popkewitz gibi isimlerle ‘Madison Ekolünün’ çoğulcu otonomist eleştirel düşünüsü; 3. Belirli açılardan, John Smyth tarafından sunulan deterministik yeniden üretimci model. Giroux’nun modeli sınıfın hem içinde hem dışında siyasal eylem çağırısında bulunurken, Zeichner modeli sınıf içi için kaçındığı siyasal eylem çağrısını sınıf dışı için yapar; yeninden üretimci model ise deterministik bir biçimde okul temelli veya entelektüel temelli siyasal değişim olasılığı hakkında karamsardır. Bu çalışma, çarpıcı derecede Radikal Sol söylem ve program ile İngiltere’deki öğretmen eğitimine ilişkin eylemlerin sav ve doğrulamalarının lehine sonlanmakta ve öğretmenlerin ‘dönüştürücü entelektüeller’ olarak yetiştirilmesine yönelik çağrıda bulunmaktadır

Seven Contemporary Ideological Perspectives on Teacher Education in Britain Today

Öz

This paper examines and critiques seven contemporary ideological perspectives on teacher education in Britain, it examines the Radical Right, the 'Soft Centre', the 'Hard Centre', and the 'Left in the Centre'. In doing so it refers to three interrelated levels of discourse: the popular Press, the academic Press and the work of ideologues, and the Party political. The paper critiques not only the Radical Right but also Centrist positions such as the erstwhile Left, the 'Left in the Centre', criticising their virtual evacuation of the cultural and ideological field of teacher education. Three types of Radical Left discourse, all of which express strong commitment to social justice and to teacher education and schooling developing a moral-ethical level of reflection, are then isolated: 1. the critical utopian transfomative intellectual possibilitarian project of Henry Giroux and associates such as Peter McLaren and Stanley Aronowitz; 2. the pluralistic autonomistic critical project of the 'Madison School' such as Kenneth Zeichner and Tom Popkewitz; 3. the deterministic reproductionist model represented, in the some respects, by John Smyth. The Giroux model calls for political action within as well as outside the classroom, the Zeichner model eschews political action within the classroom but calls for it outside, the reproductionist model is deterministically pessimistic about the possibility of school based or intellectual based political change. The paper ends by arguing for an assertion and reassertion of a distinctively Radical Left discourse and programme, and action on teacher education in Britain and calls for the development of teachers as 'transformative intellectuals '

Kaynakça

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