Suchergebnisse

Turkish literature; women; Bursa (Turkey); history and criticism; congresses

Turkey; economic policy; 20th century

La Turquie des années 1970 est profondément marquée par la violence politique. Sous le régime militaire post-coup d'État (1980-1983), une collaboration étroite se met en place entre les militaires putschistes et des intellectuels de droite autour d'un projet de rééducation, de disciplinarisation et de pénalisation de la jeunesse, considérée comme l'acteur principal de cette décennie violente. Ayhan Songar, figure éminente de la droite turque mais aussi professeur de psychiatrie et médecin-légiste, a joué un rôle clé dans cette collaboration. L'étude de sa trajectoire intellectuelle et professionnelle dans les années 1970 et 1980 permet de mieux comprendre comment le nouveau régime a cherché à légitimer scientifiquement son pouvoir et ses réformes destinées à la jeunesse.

WOS: 000384748400018 ; Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy. Purpose: Since social justice education affects teachers' values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers` perceptions and experiences of social justice. Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by following an inductive approach. Findings: Teachers perceived the concept of social justice in terms of equality, justice, discrimination, human rights, respect, and tolerance. Teachers expressed their sensitivity to equalitarianism, as well as their efforts to prevent discrimination in their daily lives, abide by social rules, protect the environment, and not violate disabled citizens. A few teachers reported their active engagement in the activities of non-governmental organizations, and all teachers generally indicated that the development of their perceptions of social justice had been affected by their families, educational backgrounds, living environment, and the schools where they work. The teachers expressed not discriminating students, exhibiting positive attitudes toward them, and to some extent, demonstrating aspects of human rights, democracy, and environmental protectionism during lessons. However, teachers indicated no perceptions of struggles against injustice and did not report having experiences with such struggles during lessons. In general, their experiences were affected by their perceptions, their experiences in non-governmental activities, curricula, and course textbooks, and the socio-cultural structure of their schools. Conclusions and Recommendations: Social studies teachers' perceptions of social justice were consistent with their experiences demonstrated during lessons. The teachers mentioned several examples of historical and recent social injustice, but did not conduct any discussions or solicit suggestions about how to overcome such injustices. It is thus necessary to reconsider pre- and in-service training programs within the context of social justice and education. ; Anadolu University's Scientific Research Project Unit [1502E0890] ; This research was generated from a master's thesis, which was supported by Anadolu University's Scientific Research Project Unit (no. 1502E0890). The research was previously presented as an oral presentation at the 5th International Symposium on Social Studies Education organized by Pamukkale University on April 28, 2016.