Social justice and equality in turkish education policies
Yazarlar (1)
Doç. Dr. Figen ÇAM TOSUN Sinop Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale) | ||
| Dergi Adı | Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF) | ||
| Makale Dili | – | Basım Tarihi | 01-2021 |
| Makale Linki | https://acikerisim.sinop.edu.tr/items/13052ad5-eae4-4452-98e9-9aaf09dfd941 | ||
| UAK Araştırma Alanları |
Eğitim Yönetimi
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| Özet |
| In this study, the national norms and standards of Turkish education policies are discussed within the scope of social justice and equality. National norms and standards were analyzed according to National Education Statistics, Turkey Statistical Institute data and research findings in the literature. Firstly, the legal foundations of educational policies are examined within the frame of social justice and equality. Then, the implementation of educational policies was analyzed in terms of distributive, recognizing and participatory social justice. It is possible to come across many articles directly or indirectly related to social justice and equality in the laws, regulations, the country's development plans, starting from the Constitution. When the practices within the scope of distributive justice are taken into consideration, it is seen that the MoNE (Ministry of National Education) budget has increased compared to previous years but not enough share is allocated to the schools and their needs within the scope of compulsory education. In the context of the practices within the scope of recognitional justice, MoNE tries to provide the services they need such as transportation, inclusive education and support rooms for students in need of special education. However, the data obtained from research and national databases reveal that the applications of MoNE are inadequate. In the context of participatory justice, it is seen that MoNE has taken various steps in terms of democracy education or student participation in schools. However, it indicates that an adequate level about this subject has not been reached. |
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