Özel okullarda okul içi süreçlerin ayrıcalıklı kimliğin kurulumunda ve yeniden üretimindeki rolü
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Date
2018
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Eğitim Bilimleri Fakültesi
Abstract
The purpose of the study is to reveal how the privileged identity in students attending private high schools is established through in-school processes and how the social dynamics laying the ground for the production and maintenance of these processes operate. Within the context of the study, the main topics of interest are; in which social areas and through which tools the privileged position of advantaged groups is established, on which dimensions the privileges of these groups are determinant in terms of their having access to educational advantages, how their educational preferences are shaped on the basis of advantages and privileges, whether in-school processes comply with family practices, through which basic control mechanisms the privileged position is protected and maintained. This study is a quantitative study designed as a case study. The case investigated within the study is the case of being privileged in the social structure. In the current study limited to private schools, the purpose of investigating the educational preferences and all the dimensions of in-school processes in detail on the basis of the establishment of the privileged identity required the design of the current study as a case study. In order to be able to present a profound conception of the target case, data source triangulation was employed and both teachers and students were included in the study. A total of 26 students; 16 boys and 10 girls, attending private high schools and a total of 10 teachers; one male and 9 females, working in private high schools participated in the study. Two different types of interview forms were developed to collect data from the participants. The analysis of the collected data revealed that the areas on which privileged position is established could be gathered under eight themes being fields of distinction, the role of the family in their education life, interpersonal position taking strategies, selection of the school in terms of the protection of the disadvantaged position, features that make the school different, institutional and cultural context of the school, differentiating on the basis of extracurricular activities and future expectations. As a result of the study, it was determined that being privileged is a state learned within the framework of social, cultural and economic advantages and reinforced with educational experiences. The world in which individuals are born spatially and culturally discriminates them within a natural process. Private schools correspond to both spatial and cultural dimensions of this discrimination. Moreover, schools convey implicit messages to their members who they are and how they should be in the social life. In the inculcation of particular forms of cognition and ways of thinking in individuals, invisible processes play a more active role. These processes occur over the symbolic control mechanisms. The main finding obtained within this context is that the lives of individuals attending particularly prestigious private schools are completely under siege both inside and outside the school and that they live their lives within isolated environments on the basis of structured and controlled activities in both educational and social senses.
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Keywords
Özel Okullar, Ayrıcalık, Kimlik