A Critical Analysis of Discourses on Gender Equality in Education: The Case of Turkey

• In Event: Sheraton Roundtable Session 40
  In Roundtable Session: International Education Contexts: A Critical Analysis

Abstract

Turkey considered girls’ education as a critical policy priority and engaged in many vigorous attempts to adequately address this highly prominent issue in the last decade (Aydagül, 2013). Despite all the progresses in terms of increasing access and learning outcomes, improving the quality and equity stands to be challenging in Turkey (ERG, 2014). As gender equality is shaped through a variety of discursive practices (Verloo, Lambardo and Bustela, 2007), discursive framework of equality arguments in the policy documents and in the printed media was examined in the present study. Teachers’ interpretations of educational policies and gender issues as presented in the print media are also included. The analysis revealed gendered aspect of educational policy making in its different dimensions.

Authors

• Pınar Mercan Küçükakın, Middle East Technical University

• Cennet Engin Demir, Middle East Technical University