Türkiye'de yetişkin okuryazarlığı: Yetişkin okuma-yazma eğitimine eleştirel bir yaklaşım

Abstract

In this research, it is aimed to show the problem solving capacity of the approach which has been accepted to cope with the chronic literacy problem of Turkey and the applications based on this approach. In other words, in this research, it is aimed to criticize the approach and applications of adult literacy education in Turkey. The research is relied on the educational processes of literacy education (teacher-learner relationship, teaching materials, and methods), to investigate socio-cultural and demographic characteristics which are define the illiterate adults and their participation conditions of literacy courses (the reasons of learning literacy for adults, attendance problems, withdrawal reasons) in the context of an applied adult literacy courses (Nato Yolu Community Center Literacy Program). Qualitative research method is used in this research. The research tries to reach the aims from two different research methods. First, related literature, documents and reports are analyzed (content analysis). The second is based on an adult literacy program which was implemented in a squatter settlement area where illiterates densely populated. In other words, in this research, in one hand ?a macro analysis? that is evaluation of literacy and literacy education in Turkey by using related literature and statistical data; on the other hand ?a micro analysis? that is relied on an application of an adult literacy program is carried out. In brief, result of the study is that traditional literacy approach, limits the literacy as a ?technical skill? and perceives literacy as ?a neutral action? by ignoring the socio-cultural context in which literacy is involved. In addition, this approach is refusing the life experiences of an individual, and it is not effectively connecting those experiences with the empowerment channels.