ABSTRACT

This research explores the dynamics, actors, and political authority through which early education policymaking is formulated and negotiated using a Gramscian perspective. Drawing on interviews with teachers, teacher trainers, and parents, we argue that the educational landscape in Turkey is driven by a prevailing neoconservative and hegemonic agenda and is mediated by a domestic history and politics that produce a monolithic understanding. We first present the political mediations that shape the interplay between the conservative ideology of the care and childcare market and then tease out the complexities of the top-down policymaking approach that leaves little room for deliberation with civil society and various educational stakeholders. We conclude the paper by discussing the initiatives that allow social access and opportunities in early education along with the implications of how and why ‘early education policy’ seems to be trapped between discourses of the raw childcare market and neoconservative gender essentialism.

摘要

本研究从葛兰西的角度探讨了早期教育决策制定和协商的动态、参与者和政治权威。通过对教师、教师培训师和家长的采访，我们认为土耳其的教育格局是由盛行的新保守主义和霸权议程驱动的，并由产生单一理解的国内历史和政治调解。我们首先介绍了塑造保育和儿童保育市场的保守意识形态之间相互作用的政治调解，然后梳理了自上而下的政策制定方法的复杂性，这种方法几乎没有与公民社会和各种教育利益相关者商议的空间。