Çatışma Dönemlerinde Eğitimin Araçsallaştırılması: 1953 Bantu Eğitim Yasası Örneği

Öz

Bu çalışma, Güney Afrika’daki apartheid rejiminin en radikal uygulamalarından biri olan 1953 tarihli Bantu Eğitim Yasası’nı inceleyerek, çatışma dönemlerinde eğitimin nasıl bir yapısal şiddet ve toplumsal kontrol aracına dönüştürüldüğünü analiz etmektedir. Nitel araştırma yöntemlerinden doküman incelemesi ve eleştirel söylem analizi kullanılan araştırmada, yasa metni, Eiselen Komisyonu Raporları ve dönemin parlamento tutanakları, 1948 İnsan Hakları Evrensel Beyannamesi ile karşılaştırmalı olarak irdelenmiştir. Bulgular, yasanın "Bantu" ve "Yerli" tanımları üzerinden ırksal bir hiyerarşi inşa ettiğini, okul ve öğretmen denetimini merkezi otoriteye devrederek eğitimdeki özerkliği yok ettiğini göstermektedir. Söylem analizi sonucunda, yasa metninde "onur", "eşitlik" ve "hak" gibi evrensel kavramların kasıtlı bir sessizlik politikasıyla dışlandığı ve eğitimin, siyahi nüfusu "vasıfsız işgücü" olarak şekillendirmek amacıyla araçsallaştırıldığı tespit edilmiştir. Sonuç olarak bu yasa, pedagojik bir düzenleme olmaktan ziyade, eşitsizliği kurumsallaştıran ve etkileri günümüze kadar uzanan sosyoekonomik tahribata yol açan politik bir aygıt olarak işlev görmüştür.

Anahtar Kelimeler

• Bantu Eğitim Yasası
• Apartheid
• Yapısal Şiddet
• Eğitimin Araçsallaştırılması
• Güney Afrika Eğitim Tarihi.

The Instrumentalization of Education in Times of Conflict: The Case of the 1953 Bantu Education Act

Öz

This study analyzes the 1953 Bantu Education Act, one of the most radical implementations of the apartheid regime in South Africa, to demonstrate how education was instrumentalized as a mechanism of structural violence and social control during periods of conflict. Employing document analysis and critical discourse analysis, the research examines the legal text of the Act, Eiselen Commission Reports, and parliamentary records in comparison with the 1948 Universal Declaration of Human Rights. The findings reveal that the Act established a racial hierarchy through definitions of "Bantu" and "Native" and eliminated educational autonomy by transferring the control of schools and teachers to the central authority. Discourse analysis indicates that universal concepts such as "dignity," "equality," and "rights" were intentionally excluded through a policy of silence, while education was instrumentalized to mold the black population into an "unskilled labor force". Consequently, the Act functioned not as a pedagogical reform but as a political apparatus that institutionalized inequality and caused socioeconomic destruction with effects persisting to the present day.

Anahtar Kelimeler

• Bantu Education Act
• Apartheid
• Structural Violence
• Instrumentalization of Education
• History of Education in South Africa.

Kaynakça

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