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YAŞAMBOYU ÖĞRENME BAKIŞ AÇISINDAN TOPLUMSAL CİNSİYET EŞİTLİĞİ VE SOSYAL ADALET

Yıl 2021, Cilt: 11 Sayı: 3, 1703 - 1716, 27.09.2021
https://doi.org/10.24315/tred.905521

Öz

Bu çalışmada, bir disiplinlerarası bilim alanı olan yaşamboyu öğrenmenin nasıl geliştiğini ve onun, toplumsal cinsiyet eşitliği ve sosyal adalet kavramlarıyla nasıl ilişkili olduğunu irdelemek amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Araştırmanın kavramsal ve kuramsal temellerini belirlemek için gereksinim duyulan veriler konu ile ilgili kitaplardan, alanda hazırlanmış tezlerden, ulusal ve uluslararası düzeyde hazırlanan raporlardan ve makalelerden elde edilmiştir. Araştırmada, belirlenen amaç çerçevesinde inceleme yapılmıştır. Çalışma; yaşamboyu öğrenmeyi toplumsal cinsiyet eşitliği ve sosyal adalete bağlamaktadır. İlk bölüm yaşamboyu öğrenmenin gelişimini özetlemektedir ve ikinci bölüm sosyal adalet kavramına ve bunun eğitimle güçlü bağlantılarına genel bir bakış sunmaktadır. Kavram, yetişkin eğitiminde adalet ve fırsat eşitliği bakış açısından geliştirilerek üzerinde durulmuştur. Bu teorik bölümler boyunca, toplumsal cinsiyet eşitliğini teşvik etmede yaşamboyu öğrenme ve sosyal adaletin temel rolüne vurgu yapılmaktadır. Çalışmadan çıkarılan ana sonuç, yaşamboyu öğrenme programlarının toplumsal cinsiyet eşitliği bakış açısıyla desteklenmesinin, daha adil ve eşit bir toplumsal yapıya ulaşabilmek için çok önemli olduğudur.

Kaynakça

  • Akbaş, O. ve Soner M. Özdemir (2002). Avrupa Birliğinde Yaşam Boyu Öğrenme. MEB Millî Eğitim Dergisi, 155-156. http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/155- 156/akbas.htm (Erişim Tarihi: 15/10/2020).
  • Aksoy, M. (2013). Kavram Olarak Hayat Boyu Öğrenme ve Hayat Boyu Öğrenmenin Avrupa Birliği Serüveni. Bilig, 64, 23-48.
  • Asian Conference on Education (ACE), (2010). Internationalization or Globalization? The second Asian Conference on Education, Osaka, Japan, December 2–5, 2010. Retrieved from http://papers.iafor.org/wpcontent/uploads/conferenceproceedings/ACE/ACE2010_proceedings.pdf (Erişim Tarihi: 15/10/2019).
  • Barnett, R. (2006). Being and becoming, P. Jarvis (Ed.). In From adult education to the learning society: 21 years from the International journal of lifelong education (p p. 293–306). London: Routledge.
  • Bates R. (2005). Educational Administration and Social Justice. Paper submitted to the Annual Conference of the Australian Association for Research in Education, Nov-Dec 2005, Australia.
  • Bengtsson, J. (2013). National Strategies For İmplementing Lifelong Learning (Lll)–The Gap Between Policy And Reality: An International Perspective. International Review of Education, 59(3), 343-352.
  • Biesta, G. (2006). What’s the point of lifelong learning if lifelong learning has no point?, on the democratic deficit of policies for lifelong learning. European Educational Research Journal, 5(3), 169-180.
  • Blundell, S. (2006). Gender and the curriculum of adult education, P. Jarvis (Ed.). In From adult education to the learning society: 21 years from the International journal of lifelong education (pp. 82–100). London: Routledge.
  • Carneiro, R. (2011). Discovering the treasure of learning, J. Yang, R. Valdés-Cotera (eds.). In Conceptual evolution and policy developments in lifelong learning (pp. 3–23). Hamburgo: UIL. UNESCO.
  • Coffield, F. (1999). Breaking the consensus: lifelong learning as social control. British educational research journal, 25(4), 479–499.
  • Craig, G. (2002). Poverty, Social Work and Social Justice. British Journal of Social Work, 32, 669-682.
  • Cross, J. (2014). Motives And Barriers Affecting Participation In Lifelong Learning Activities By Older Adults. California State University, Fullerton. Çankaya, N. (2019). Halk Eğitim Merkezlerinde Eğitim Alan Yetişkinlerin Motivasyonuna Etki Eden Unsurların İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü, Kocaeli. Devos, A. (2011). Learning to labour in regional Australia: Gender, identity and place in lifelong learning. International Journal of Lifelong Education, 30(4), 437– 450.
  • Dewey, John (2004). Demokrasi ve Eğitim (Çev.: Tufan Göbekçin), Yeryüzü Yayınevi, Ankara ( s. 10-14, 65- 69, 354, 382-450).
  • Duman, A. (2005). Türkiye’de yaşam boyu öğrenme siyasalarını oluştur (a) mamanın dayanılmaz hafifliği. F. Sayılan ve A. Yıldız (Yay. Haz.),“Yaşam boyu öğrenme: sempozyum bildirileri ve tartışmalar”: I. Yaşam boyu öğrenme sempozyumu, 9-10 Aralık 2004 Ankara (ss. 31-44). Ankara: Pagem A Yayıncılık.
  • Enslin, P. (2006). Democracy, social justice and education: Feminist strategies in a globalising world. Educational Philosophy and Theory, 38(1), 57-67.
  • European Commission (2001). Making a European area of lifelong learning a reality: communication from the Commission. Office for Official Publications of the European Communities. Brussels.
  • Faure, E. (1972). Education and man’s destiny, Learning to be, The World of education today and tomorrow. Harrap London: Unesco.
  • Field, J. (2001). Lifelong education. International Journal of Lifelong Education, 20(1-2), 3-15.
  • Fraser, N. (2001). Social justice in the knowledge society: Redistribution, recognition, and participation. Heinrich Böll Stiftung, Berlin, Germany ( pp. 1-13).
  • Francis, B., & Leathwood, C. (2006). Conclusion. C. Leathwood, and B. Francis, (Eds), In Gender and Lifelong Learning: A Critical Feminist Perspective. London & New York: Routledge.
  • Fraser, N., & Honneth, A. (2006). Redistribución o reconocimiento? Madrid: Fundación Paideia Galiza.
  • García Garrıdo, J. L., & Egıdo Gálvez, I. (2006). Aprendizaje permanente. Pamplona, Eunsa.
  • Griffin, Colin (1999). Lifelong Learning and Welfare Reform. International Journal of Lifelong Education 18 (6), 431-452.
  • Göğüş Tan, M. (2018). Eğitimde Toplumsal Cinsiyet Eşitliği Haritalama ve İzleme Calışması (Türkiye’de Katılımcı Demokrasinin Güclendirilmesi: Toplumsal Cinsiyet Eşitliğinin İzlenmesi Projesi). CEİD YAYINLARI: 3, ISBN: 978-605-64847-2-8.
  • Hamil-Luker, J. (2009). Lifelong Learning. Deborah Carr, Robert Crosnoe, And Mary Elizabeth Hughes, (Eds.). In, The Encyclopedia Of The Life Course And Human Development (Pp. 224-229). New York: Macmillan Reference Usa Press.
  • Jacobi, A. (2009). International Organizations and lifelong learning. London: Palgrave Macmillan.
  • Jackson, S. (2011). Lifelong learning and social justice. International Journal of Lifelong Education, 30(4), 431–436.
  • Jarvis, P. (2010a). Inquiry into The Future of Lifelong Learning. International Journal of Lifelong Education, 29(4), 397-400.
  • Jarvis, P. (2010b). Adult education and lifelong learning: Theory and practice. London: Routledge.
  • Jarvis, P. (2007). Globalisation, Lifelong Learning And The Learning Society – Sociological Perspectives: Lifelong Learning And The Learning Society. Vol. 2. New York: Routledge.
  • İleri, S. (2017). Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Yaşam Boyu Öğrenme Eğilimleri ve Hayat Boyu Öğrenme Faaliyetlerine Katılım Düzeyleri (Karşıyaka- Bayraklı Örneklemi). Yayımlanmamış Yüksek lisans tezi, Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
  • Karacan, H., Bağlıbel, M. ve Bindak, R. (2015). Okullarda Sosyal Adalet Ölçeğinin Geliştirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 54-68.
  • Kaya, H.E. (2009). An Overview of Turkish Women’s, Status. Toplum ve Demokrasi Hakemli Sosyal Bilimler Dergisi, 2(5), 211-221.
  • Kaya, H. E. (2016). Yaşam Boyu Yetişkin Eğitimi. Ankara: Nobel Yayıncılık.
  • Kaya, H. E. (2018). Yaşam Boyu Öğrenme ve Küresel Dinamikleri. Ankara: Nobel Yayıncılık.
  • Kaynak-Çoban, R. (2017). Sosyal Adalet, Eşitlik ve Sosyal Hizmet. Gümüşhane Üniversitesi Sağlık Bilimleri Dergis (GÜSBD), 6(4), 252 – 260.
  • Küçükkaraca, N. (2010). Küreselleşen Dünya‟da Sosyal Hizmet: Sorunlar ve Önerilerimiz. Küreselleşen Dünyada Sosyal Hizmet, (ss.36-46). Ankara: Sağlık ve Sosyal Hizmet Emekçileri Sendikası Yayını.
  • Lindeman, Eduard C. (1969). Halk Eğitiminin Anlamı (Çev: Celâl Şentürk), Halk Eğitimi Genel Müdürlüğü Yayını, Ankara (s. 10-12, 26).
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  • Maehl, W. H. (2002). Lifelong Learning. The Encyclopedia of Education. Http://Www.Encyclopedia.Com/Doc/Lg2-3403200375.Html, Accessed June 8, 2020.
  • Miser, R. (2020). Yaşamboyu ve Yaşam Genişliğinde Öğrenme. Rıfat Miser (ed.). Yaşamboyu Öğrenme Ve Yetişkin Eğitimi içinde (ss.5-7).
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SOCİAL JUSTİCE AND GENDER EQUALİTY FROM THE PERSPECTİVE OF LİFELONG LEARNİNG

Yıl 2021, Cilt: 11 Sayı: 3, 1703 - 1716, 27.09.2021
https://doi.org/10.24315/tred.905521

Öz

In this study, it is aimed to examine how lifelong learning, an interdisciplinary science field develops and how it link to the concepts of gender equality and social justice. Document analysis, one of the qualitative research methods, was used in the study. The data needed to determine the conceptual and theoretical foundations of the research were obtained from related books, theses prepared in the field, reports and articles prepared at national and international level. The study is based on literature review and reviewed within the frame of the determined objective. The research data obtained through document analysis were analyzed with the descriptive analysis method. The first section of the study summarizes the improvement of lifelong learning. In another part, provides an conspectus of the notion of social justice and its powerful connections with education. The concept was developed from the perspective of justice and equality of opportunity in adult education. It was highlighted on the fundamental role of social justice and lifelong learning in improving gender equality throught these theoretical sections. The basic conclusion drown from the inquiry is that supporting lifelong learning programs with gender equality viewpoint is very important for creating more equivalent and fair the communities.

Kaynakça

  • Akbaş, O. ve Soner M. Özdemir (2002). Avrupa Birliğinde Yaşam Boyu Öğrenme. MEB Millî Eğitim Dergisi, 155-156. http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/155- 156/akbas.htm (Erişim Tarihi: 15/10/2020).
  • Aksoy, M. (2013). Kavram Olarak Hayat Boyu Öğrenme ve Hayat Boyu Öğrenmenin Avrupa Birliği Serüveni. Bilig, 64, 23-48.
  • Asian Conference on Education (ACE), (2010). Internationalization or Globalization? The second Asian Conference on Education, Osaka, Japan, December 2–5, 2010. Retrieved from http://papers.iafor.org/wpcontent/uploads/conferenceproceedings/ACE/ACE2010_proceedings.pdf (Erişim Tarihi: 15/10/2019).
  • Barnett, R. (2006). Being and becoming, P. Jarvis (Ed.). In From adult education to the learning society: 21 years from the International journal of lifelong education (p p. 293–306). London: Routledge.
  • Bates R. (2005). Educational Administration and Social Justice. Paper submitted to the Annual Conference of the Australian Association for Research in Education, Nov-Dec 2005, Australia.
  • Bengtsson, J. (2013). National Strategies For İmplementing Lifelong Learning (Lll)–The Gap Between Policy And Reality: An International Perspective. International Review of Education, 59(3), 343-352.
  • Biesta, G. (2006). What’s the point of lifelong learning if lifelong learning has no point?, on the democratic deficit of policies for lifelong learning. European Educational Research Journal, 5(3), 169-180.
  • Blundell, S. (2006). Gender and the curriculum of adult education, P. Jarvis (Ed.). In From adult education to the learning society: 21 years from the International journal of lifelong education (pp. 82–100). London: Routledge.
  • Carneiro, R. (2011). Discovering the treasure of learning, J. Yang, R. Valdés-Cotera (eds.). In Conceptual evolution and policy developments in lifelong learning (pp. 3–23). Hamburgo: UIL. UNESCO.
  • Coffield, F. (1999). Breaking the consensus: lifelong learning as social control. British educational research journal, 25(4), 479–499.
  • Craig, G. (2002). Poverty, Social Work and Social Justice. British Journal of Social Work, 32, 669-682.
  • Cross, J. (2014). Motives And Barriers Affecting Participation In Lifelong Learning Activities By Older Adults. California State University, Fullerton. Çankaya, N. (2019). Halk Eğitim Merkezlerinde Eğitim Alan Yetişkinlerin Motivasyonuna Etki Eden Unsurların İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü, Kocaeli. Devos, A. (2011). Learning to labour in regional Australia: Gender, identity and place in lifelong learning. International Journal of Lifelong Education, 30(4), 437– 450.
  • Dewey, John (2004). Demokrasi ve Eğitim (Çev.: Tufan Göbekçin), Yeryüzü Yayınevi, Ankara ( s. 10-14, 65- 69, 354, 382-450).
  • Duman, A. (2005). Türkiye’de yaşam boyu öğrenme siyasalarını oluştur (a) mamanın dayanılmaz hafifliği. F. Sayılan ve A. Yıldız (Yay. Haz.),“Yaşam boyu öğrenme: sempozyum bildirileri ve tartışmalar”: I. Yaşam boyu öğrenme sempozyumu, 9-10 Aralık 2004 Ankara (ss. 31-44). Ankara: Pagem A Yayıncılık.
  • Enslin, P. (2006). Democracy, social justice and education: Feminist strategies in a globalising world. Educational Philosophy and Theory, 38(1), 57-67.
  • European Commission (2001). Making a European area of lifelong learning a reality: communication from the Commission. Office for Official Publications of the European Communities. Brussels.
  • Faure, E. (1972). Education and man’s destiny, Learning to be, The World of education today and tomorrow. Harrap London: Unesco.
  • Field, J. (2001). Lifelong education. International Journal of Lifelong Education, 20(1-2), 3-15.
  • Fraser, N. (2001). Social justice in the knowledge society: Redistribution, recognition, and participation. Heinrich Böll Stiftung, Berlin, Germany ( pp. 1-13).
  • Francis, B., & Leathwood, C. (2006). Conclusion. C. Leathwood, and B. Francis, (Eds), In Gender and Lifelong Learning: A Critical Feminist Perspective. London & New York: Routledge.
  • Fraser, N., & Honneth, A. (2006). Redistribución o reconocimiento? Madrid: Fundación Paideia Galiza.
  • García Garrıdo, J. L., & Egıdo Gálvez, I. (2006). Aprendizaje permanente. Pamplona, Eunsa.
  • Griffin, Colin (1999). Lifelong Learning and Welfare Reform. International Journal of Lifelong Education 18 (6), 431-452.
  • Göğüş Tan, M. (2018). Eğitimde Toplumsal Cinsiyet Eşitliği Haritalama ve İzleme Calışması (Türkiye’de Katılımcı Demokrasinin Güclendirilmesi: Toplumsal Cinsiyet Eşitliğinin İzlenmesi Projesi). CEİD YAYINLARI: 3, ISBN: 978-605-64847-2-8.
  • Hamil-Luker, J. (2009). Lifelong Learning. Deborah Carr, Robert Crosnoe, And Mary Elizabeth Hughes, (Eds.). In, The Encyclopedia Of The Life Course And Human Development (Pp. 224-229). New York: Macmillan Reference Usa Press.
  • Jacobi, A. (2009). International Organizations and lifelong learning. London: Palgrave Macmillan.
  • Jackson, S. (2011). Lifelong learning and social justice. International Journal of Lifelong Education, 30(4), 431–436.
  • Jarvis, P. (2010a). Inquiry into The Future of Lifelong Learning. International Journal of Lifelong Education, 29(4), 397-400.
  • Jarvis, P. (2010b). Adult education and lifelong learning: Theory and practice. London: Routledge.
  • Jarvis, P. (2007). Globalisation, Lifelong Learning And The Learning Society – Sociological Perspectives: Lifelong Learning And The Learning Society. Vol. 2. New York: Routledge.
  • İleri, S. (2017). Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Yaşam Boyu Öğrenme Eğilimleri ve Hayat Boyu Öğrenme Faaliyetlerine Katılım Düzeyleri (Karşıyaka- Bayraklı Örneklemi). Yayımlanmamış Yüksek lisans tezi, Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
  • Karacan, H., Bağlıbel, M. ve Bindak, R. (2015). Okullarda Sosyal Adalet Ölçeğinin Geliştirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 54-68.
  • Kaya, H.E. (2009). An Overview of Turkish Women’s, Status. Toplum ve Demokrasi Hakemli Sosyal Bilimler Dergisi, 2(5), 211-221.
  • Kaya, H. E. (2016). Yaşam Boyu Yetişkin Eğitimi. Ankara: Nobel Yayıncılık.
  • Kaya, H. E. (2018). Yaşam Boyu Öğrenme ve Küresel Dinamikleri. Ankara: Nobel Yayıncılık.
  • Kaynak-Çoban, R. (2017). Sosyal Adalet, Eşitlik ve Sosyal Hizmet. Gümüşhane Üniversitesi Sağlık Bilimleri Dergis (GÜSBD), 6(4), 252 – 260.
  • Küçükkaraca, N. (2010). Küreselleşen Dünya‟da Sosyal Hizmet: Sorunlar ve Önerilerimiz. Küreselleşen Dünyada Sosyal Hizmet, (ss.36-46). Ankara: Sağlık ve Sosyal Hizmet Emekçileri Sendikası Yayını.
  • Lindeman, Eduard C. (1969). Halk Eğitiminin Anlamı (Çev: Celâl Şentürk), Halk Eğitimi Genel Müdürlüğü Yayını, Ankara (s. 10-12, 26).
  • Lowe, John (1985). Dünyada Yetişkin Eğitimine Toplu Bakış. Çev. Turhan Oğuz. Ankara: UNESCO Türkiye Milli Komisyonu.
  • Maehl, W. H. (2002). Lifelong Learning. The Encyclopedia of Education. Http://Www.Encyclopedia.Com/Doc/Lg2-3403200375.Html, Accessed June 8, 2020.
  • Miser, R. (2020). Yaşamboyu ve Yaşam Genişliğinde Öğrenme. Rıfat Miser (ed.). Yaşamboyu Öğrenme Ve Yetişkin Eğitimi içinde (ss.5-7).
  • Murillo-Javier, F., & Hernández-Castilla, R. (2011). Hacia un concepto de justicia social. REICE: Revista Electrónica Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación, 9(4), 7–23.
  • Murphy, M. (1997). Capital, class and adult education: the international political economy of lifelong learning in the European Union. Paper presented at the 27th Annual SCUTREA conference.
  • Nussbaum, M. C., & Rodil, M. V. (2010). Sin fines de lucro: Por qué la democracia necesita de las humanidades. Barcelona: Katz.
  • Nussbaum, M. C. (2012). Creating capabilities. The human development approach. Barcelona: Ediciones Paidós.
  • Olssen, M. (2006). Understanding the mechanisms of neoliberal control: Lifelong learning, flexibility and knowledge capitalism. International Journal of Lifelong Education, 25(3), 213–230.
  • Overwien, B. (2000). Informal learning and the role of social movements. International Review of Education, 46(6), 621–640.
  • Özcan, A. (2008). Avrupa Birligi’nin Yasam Boyu Öğrenme Stratejileri: AB Resmi Belgelerindeki Yasamboyu Öğrenme Yaklaşımının İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Persico-Valenzuela, C. (2014). Lifelong learning and equal gender opportunities: a social justice approach. Revista Internacional de Organizaciones, 12, 27–44, ISSN: 2013-570X; EISSN: 1886-4171.
  • Polat, S. (2007). Eğitim Politikalarının Sosyal Adalet Açısından Sonuçları Konusunda Yönetici Ve Öğretmen Görüşleri. Yayımlanmamış Doktora Tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Ouane, A. (2011). Conceptual evolutionand policy developments in lifelong learing. J. Yang and R. Valdés-Cotera. (Eds.). In Evolution of and perspectives on lifelong learning. Conference: Shanghai International Forum on Lifelong Learning, Shanghai, China, 2010. ISBN: 978-92-820-1172-0. Published UNESCO Institute for Lifelong Learnin, Hamburg, Germany.
  • Stalker, J. (2006). Athene in academe: Women mentoring in the Academy. P. Jarves (Ed.), In From adult education to the learning society: 21 years from the Internationa journal of lifelong education (pp. 210–223). London: Routledge.
  • Rawls, J. (1993). Distributive Justice. Justice. Edited: A. Ryan. New York: Oxford University Press. (s. 73-93).
  • Ribas, M.A. (2005). Mujer y trabajo en la economía social. Madrid: Consejo Económico y Social (España). ISBN 84-8188-252-6.
  • Rogers, A. (2005). Non-formal Education. Flexible schooling or participatory education? China: Kluwer Academic Publishers.
  • Rogers, A. (2006a). Escaping the slums or changing the slums? Lifelong learning and social transformation. International Journal of Lifelong Education, 25(2), 125–137.
  • Rogers, A. (2006b). Lifelong learning and the absence of gender. International Journal of Educational Development, 26(2), 189–208.
  • Türkiye İstatistik Kurumu (TÜİK) (2018). Nüfus İstatistikleri. http://www.tuik.gov.tr/VeriBilgi.do?tb_id=39&ust id=11 (Erişim Tarihi: 18/06/2019).
  • UIL (2020). Adult education and the challenge of exclusion. UIL Policy Brief 10. Hamburg: UNESCO Institute for Lifelong learning. https://uil.unesco.org/uil-policy-brief-10-adult-education-and-challenge-exclusion (Erişim Tarihi: 18/06/2020).
  • UN (UNITED NATIONS) (2015). Transforming our world: The 2030 Agenda for sustainable development. A/RES/70/1. New York: UN. https://sustainabledevelopment.un.org/post2015/transformingourworld (Erişim Tarihi: 25/04/ 2020).
  • United Nation. (2015). Transforming Our World: the 2030 Agenda for Sustainable Development. United Nations Department of Economic and Social Affairs. https://sustainabledevelopment.un.org/post2015/transformingourworld (Erişim Tarihi: 25/04/2020).
  • UNESCO (1996). Learning: the treasure within; report to UNESCO of the International Commission on Education for the Twenty-first Century (highlights(pp.37-38). Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000109590 (Erişim Tarihi: 25/04/2020).
  • UNESCO (1997). Raising gender issues in CONFITEA VI. Hamburg: UNESCO Institute of education.
  • UNESCO (2000). World Education Forum (= WEF). Dakar, Senegal, 26-28 April 2000. The Dakar Framework for Action. Education for All: Meeting our Collective Commitments. Paris, France. Retrieved from www2.unesco.org/wef/en-leadup/dakfram.shtm (Erişim Tarihi: 10/05/2020).
  • UNESCO (2009). Global report on adult learning and education. Hamburg: UNESCO Institute of education. UNESCO Institute for Lifelong Learning, Hamburg, Germany. Retrieved from https://uil.unesco.org/fileadmin/keydocuments/AdultEducation/en/GRALE_en.pdf (Erişim Tarihi: 10/05/2020).
  • UNESCO (2012). WORLD ATLAS of Gender Equality in Education. France: UNESCO Publishing ISBN 978-92-3-104232-4. Published in 2012 by the United NationsEducational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France.
  • UNESCO (2017/18). UNESCO Global Education Monitoring Report 2017/8. https://www.skillsforemployment.org/KSP/en/Details/?dn=WCMSTEST4_193923 (01/01/2021).
  • Van Der Zee, H. (2006). The learning society. P. Jarvis (Ed.). In From adult education to the learning society: 21 years from the International journal of lifelong education (pp. 331–353). London: Routledge.
  • World Conference on Education for All (WCEFA), 5-9 March 1990, Jomtien, Thailand. World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. Published by the Inter-Agency Commission. UNICEF House, New York, N.Y. April 1990. Retrieved from http://www.unesco.org/education/pdf/11_93.pdf (Erişim Tarihi: 01/01/2020).
  • World Education Forum: NGO Declaration on Education for All, Dakar 25 April 2000. 4 pages. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000121117 (Erişim Tarihi: 01/01/2020).
  • Yeaxlee, Basil A. (1929). Lifelong Education, A Sketch of the Range and Significance of the Adult Education Movement. London: Cassel and Company Ltd.
  • Yıldırım, A. ve Şimşek, H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (11. Baskı). Ankara: Seçkin Yayıncılık.
  • Young, I. M. (1990). Justice and the politics of difference. New Jersey: Princeton University Press.
  • Young, I. M. (2011). Responsability for Justice. New York: Oxford University Press.
  • Zhang, Z. (2009). Lifelong Education (Learning) In China; Present Situation And Development Trends. Convergence, 42(1), 49-63.
Toplam 75 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mukaddes Örs 0000-0003-0707-5892

Havva Eylem Kaya Bu kişi benim

Yayımlanma Tarihi 27 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 3

Kaynak Göster

APA Örs, M., & Kaya, H. E. (2021). YAŞAMBOYU ÖĞRENME BAKIŞ AÇISINDAN TOPLUMSAL CİNSİYET EŞİTLİĞİ VE SOSYAL ADALET. Trakya Eğitim Dergisi, 11(3), 1703-1716. https://doi.org/10.24315/tred.905521