ABSTRACT

The present study analyzes discursive practices that work to construct particular female identities and re/construct gender inequalities in Turkish educational system. Critical Discourse Analysis (CDA) was utilized to analyze 124 publicly available educational policy documents directly related to gender in education. Additionally, CDA was applied to a total of 252 Turkish newspaper clippings published over the last decade in 14 different national newspapers. Analysis of the data was used to critically examine perceptions of teachers regarding gender issues in education. A total of 13 semi-structured interviews with teachers working at public schools in Ankara province were conducted for this purpose. The analysis describes the effects of discourse produced by and through the framing of policies and educational practices that shape Turkish social identities. Specific discursive effects examined include the construction and normalization of a female identity that is inferior, submissive, and conservative.

摘要

本研究分析了在土耳其教育系统中构建特定女性身份和重建性别不平等的话语实践。批判性话语分析 (CDA) 用于分析 124 份与教育中的性别直接相关的公开可用的教育政策文件。此外，CDA 应用于过去十年在 14 种不同的国家报纸上发表的总共 252 份土耳其剪报。对数据的分析被用来批判性地检查教师对教育中性别问题的看法。为此，我们对在安卡拉省公立学校工作的教师进行了 13 次半结构化访谈。该分析描述了塑造土耳其社会身份的政策和教育实践的框架所产生的话语影响。检查的特定话语影响包括低劣、顺从和保守的女性身份的构建和规范化。