Basic Education and Hegemony in Turkey

Thinking on Ideology, Policy Making and Civil Society

University of Nottingham

Research output: Types of ThesisDoctoral ThesisResearch

Abstract

This thesis is concerned with the latest education reform, called 4+4+4 (4+), and overall educational changes in the basic education system (K12) since 2002 by the governing Justice and Development Party (AKP). The study investigates the role that education plays in state formation processes as well as looking at how dominant groups’ ideologies influence education policies.

The research problem is the extent to which the state uses education policies to create a new public ideology. There are three key research questions that this thesis addresses. The data for this research was obtained from fifteen semi-structured interviews conducted with teacher trade unions, journalists and policy makers, focusing on their experiences and views not only about the 4+4+4 education system but also about the policymaking process in Turkey. The interviews present the pressing issues within the education system and indicate how education works a state apparatus for the government to gain and secure society’s consent.

Located in a critical tradition, the research draws its theoretical framework from the Italian theorist Antonio Gramsci, especially focusing on his concepts of hegemony, civil society and consent. Using a Gramscian theoretical framework allows this study to place the 4+ reform in a bigger picture. The thesis analyses the reform not only from a local perspective but also from an international education policy perspective, focusing on the relationship between power, ideology and schooling.

The findings suggest that the state and its private associations (i.e. media, and political parties) are actively encouraging Islamisation along with neoliberalism in order to consolidate their hegemonic dominance.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • University of Nottingham
Award date16 Jul 2018
Publication statusPublished - 2018

Fingerprint

basic education
hegemony
civil society
Turkey
ideology
education system
education
reform
place to study
Islamization
trade union
interview
state formation
neoliberalism
journalist
Ideologies
justice
teacher
experience
Group

Bibliographical note

Includes bibliographical references

Keywords

  • Education
  • Policy

Cite this

@phdthesis{197f0971ab314ba2aa75e26ba752fd0f,
title = "Basic Education and Hegemony in Turkey: Thinking on Ideology, Policy Making and Civil Society",
abstract = "This thesis is concerned with the latest education reform, called 4+4+4 (4+), and overall educational changes in the basic education system (K12) since 2002 by the governing Justice and Development Party (AKP). The study investigates the role that education plays in state formation processes as well as looking at how dominant groups’ ideologies influence education policies. The research problem is the extent to which the state uses education policies to create a new public ideology. There are three key research questions that this thesis addresses. The data for this research was obtained from fifteen semi-structured interviews conducted with teacher trade unions, journalists and policy makers, focusing on their experiences and views not only about the 4+4+4 education system but also about the policymaking process in Turkey. The interviews present the pressing issues within the education system and indicate how education works a state apparatus for the government to gain and secure society’s consent. Located in a critical tradition, the research draws its theoretical framework from the Italian theorist Antonio Gramsci, especially focusing on his concepts of hegemony, civil society and consent. Using a Gramscian theoretical framework allows this study to place the 4+ reform in a bigger picture. The thesis analyses the reform not only from a local perspective but also from an international education policy perspective, focusing on the relationship between power, ideology and schooling. The findings suggest that the state and its private associations (i.e. media, and political parties) are actively encouraging Islamisation along with neoliberalism in order to consolidate their hegemonic dominance.",
keywords = "Education, Policy",
author = "{University of Nottingham} and Ecem Karlidag-Dennis",
note = "Includes bibliographical references",
year = "2018",
language = "English",
school = "University of Nottingham",

}

University of Nottingham 2018, 'Basic Education and Hegemony in Turkey: Thinking on Ideology, Policy Making and Civil Society', Doctor of Philosophy, University of Nottingham.

Basic Education and Hegemony in Turkey : Thinking on Ideology, Policy Making and Civil Society. / University of Nottingham.

2018. 287 p.

Research output: Types of ThesisDoctoral ThesisResearch

TY - THES

T1 - Basic Education and Hegemony in Turkey

T2 - Thinking on Ideology, Policy Making and Civil Society

AU - University of Nottingham

AU - Karlidag-Dennis, Ecem

N1 - Includes bibliographical references

PY - 2018

Y1 - 2018

N2 - This thesis is concerned with the latest education reform, called 4+4+4 (4+), and overall educational changes in the basic education system (K12) since 2002 by the governing Justice and Development Party (AKP). The study investigates the role that education plays in state formation processes as well as looking at how dominant groups’ ideologies influence education policies. The research problem is the extent to which the state uses education policies to create a new public ideology. There are three key research questions that this thesis addresses. The data for this research was obtained from fifteen semi-structured interviews conducted with teacher trade unions, journalists and policy makers, focusing on their experiences and views not only about the 4+4+4 education system but also about the policymaking process in Turkey. The interviews present the pressing issues within the education system and indicate how education works a state apparatus for the government to gain and secure society’s consent. Located in a critical tradition, the research draws its theoretical framework from the Italian theorist Antonio Gramsci, especially focusing on his concepts of hegemony, civil society and consent. Using a Gramscian theoretical framework allows this study to place the 4+ reform in a bigger picture. The thesis analyses the reform not only from a local perspective but also from an international education policy perspective, focusing on the relationship between power, ideology and schooling. The findings suggest that the state and its private associations (i.e. media, and political parties) are actively encouraging Islamisation along with neoliberalism in order to consolidate their hegemonic dominance.

AB - This thesis is concerned with the latest education reform, called 4+4+4 (4+), and overall educational changes in the basic education system (K12) since 2002 by the governing Justice and Development Party (AKP). The study investigates the role that education plays in state formation processes as well as looking at how dominant groups’ ideologies influence education policies. The research problem is the extent to which the state uses education policies to create a new public ideology. There are three key research questions that this thesis addresses. The data for this research was obtained from fifteen semi-structured interviews conducted with teacher trade unions, journalists and policy makers, focusing on their experiences and views not only about the 4+4+4 education system but also about the policymaking process in Turkey. The interviews present the pressing issues within the education system and indicate how education works a state apparatus for the government to gain and secure society’s consent. Located in a critical tradition, the research draws its theoretical framework from the Italian theorist Antonio Gramsci, especially focusing on his concepts of hegemony, civil society and consent. Using a Gramscian theoretical framework allows this study to place the 4+ reform in a bigger picture. The thesis analyses the reform not only from a local perspective but also from an international education policy perspective, focusing on the relationship between power, ideology and schooling. The findings suggest that the state and its private associations (i.e. media, and political parties) are actively encouraging Islamisation along with neoliberalism in order to consolidate their hegemonic dominance.

KW - Education

KW - Policy

M3 - Doctoral Thesis

ER -