Demokrasiyi Uygulayarak Öğrenme: Müzakere, Katılım ve Toplumsal Cinsiyet

Year 2021, , 862 - 882, 27.04.2021

Zeynep Gülru Göker

https://doi.org/10.21547/jss.859607

Abstract

Günümüzde müzakereci demokrasiye ilgi gerek kuram gerek uygulama düzeyinde artmıştır. Çeşitli boyut ve ölçekte vatandaş katılımı ve müzakereleri tasarlanmakta ve uygulanmakta, bu süreçler ampirik araştırmalara tabi tutulmaktadır. Normatif temelleri sabit kalmakla birlikte, müzakereci demokrasi kendisine yöneltilen eleştirileri ciddiye alarak gelişmiş ve disiplinlerarası çalışmalara yön vermiştir. Ancak siyaset felsefesi içerisinde müzakereci demokrasiye uygun bir karakter gelişiminin nerede ve ne şekilde gerçekleşeceğine, yani siyasal sosyalizasyon pedagojik boyutuna dair yeterince çalışma yapılmamıştır. Müzakereci karakterin en önemli gelişim alanlarından biri olan eğitimle müzakerenin ilişkisini ele alan bu makale, müzakereci demokrasinin öğrenilmesini toplumsal cinsiyet bakış açısıyla ele almaktadır. Makalede, müzakerenin şekli, kapsamı, öznesi, mekânı gibi konulara dair tartışmalar incelenmekte ve toplumsal cinsiyet uçurumunu aşmanın yolları öne sürülmektedir. Makale, müzakereci vatandaşlığın uygulanarak öğrenebileceği yerler olarak eğitim kurumlarının rolünün altını çizmekte, ancak öğrenme sürecinin eğitim kurumları ile sınırlı olmadığı, yetişkin katılımı ve müzakeresini de içerdiği görüşünü savunmaktadır. Makalede ayrıca daha demokratik bir demokrasi için hayatın her alanında karar alma süreçlerinde yer almanın önemini savunan katılımcı demokrasi kuramı ve feminist yaklaşımların günümüz siyasetine ve vatandaşlık eğitimine katkısı vurgulanmaktadır.

Keywords

eğitim, katılımcı demokrasi, müzakereci demokrasi, toplumsal cinsiyet, vatandaşlık eğitimi

Learning Democracy Through Practice: Gender, Deliberation and Participation

Abstract

Interest in the theory and practice of deliberative democracy is on the rise today. Citizen participation and deliberation in various forms and scales are designed and implemented as well as subjected to empirical research. While its normative basis stays the same, deliberative democracy has developed a great deal by taking its critiques seriously and has given way to new interdisciplinary research. However, within political theory, the question of where and how the development of a democratic character suitable for deliberative democracy takes place remains unanswered. In other words, the pedagogical aspects of political socialization for deliberative democracy are largely understudied. Given the role of education as the prominent space for the development of a deliberative democratic character, the article studies the relationship between education and deliberative democracy and takes up the issue of learning deliberative democracy from a gender perspective. It investigates debates regarding the type, scope and agent of deliberation and suggests ways for transcending the gender gap. The article emphasizes the significance of educational institutions as places where deliberative citizenship can be learned through practice, but also defends the view that learning democracy does not only take place in schools, and that adult deliberation/participation is a learning process in itself. The article emphasizes the contribution of feminist perspectives to citizenship education and that of participatory democracy, which promotes participation to decision making in all realms of life as part of the democratization of democracy.

Keywords

citizenship education, deliberative democracy, gender, education, participatory democracy

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