A SOCIOLOGICAL ANALYSIS OF DEPENDENCY OF HIGH SCHOOL STUDENTS’ PERCEPTION OF NATIONALISM AND HEROISM ON GENDER AND SCHOOL TYPE

Yıl 2013, , 515 - 541, 31.10.2013

Hasan Sungur Mehmet Yıldız

https://doi.org/10.14520/adyusbd.560

Öz

History lessons and textbooks are the fastest and most efficient tools that shape and transmit social values. Nationalism is one of the major notions that state includes in the “official history”. Schools are the main instruments of the cultivation of nationalism through the use of heroism. This study is aimed to examine the differences among high school students’ perception of nationalism and heroism, focusing on the differences that have a meaningful correlation with gender and school type. For this purpose a test was executed to 628 students from different high schools in Turkey. Data were collected by a test which was created after researching on the issue. According to the results of the research, it is found that male students and state school students have more nationalist values than female students and private school students.

Anahtar Kelimeler

Nationalism; Heroism; Gender; School Type

ORTAÖĞRETİM ÖĞRENCİLERİNİN MİLLİYETÇİLİK VE KAHRAMANLIK ALGILARININ CİNSİYETE VE OKUL TÜRÜNE BAĞLI DEĞİŞİMİNİN SOSYOLOJİK ANALİZİ

Öz

Tarih dersleri ve ders kitapları toplumun değerlerini etkili ve hızlı bir şekilde şekillendiren ve gelecek kuşaklara aktaran araçlardır. Milliyetçilik ise devlet ideojisinin benimsediği resmi tarihin birincil öğelerinden biridir. Okullar bu bağlamda kahramanlık unsurlarını kullanarak milliyetçilik dahil olmak üzere çeşitli fikirlerin yayılmasına öncülük etmektedir. Bu araştırmanın amacı ortaöğretim öğrencilerinin milliyetçilik ve kahramanlık algılarının cinsiyetleri ve okul türlerine göre nasıl farklılıklar gösterdiğinin incelenmesidir. Bu amaçla araştırma Türkiye genelinde çeşitli liselerde öğrenim gören 628 lise öğrencisine uygulanmıştır. Veriler yapılan literatür araştırması sonucu ortaya çıkartılmış bir anket ile toplanmıştır. Araştırma sonucunda milliyetçi değerlerin erkek öğrencilerde kız öğrencilere oranla, devlet okulu öğrencilerinde ise özel okul öğrencilerine oranla daha egemen olduğu gözlemlenmiştir.

Anahtar Kelimeler

Milliyetçilik, Kahramanlık, Cinsiyet, Okul Türü

Kaynakça

• Apple, M. (1979). Ideology and Curriculum. London: Routledge.
• Ajzen, I., ve M. Fishbein (1980). Understanding Attitudes and Predicting Social Behavior. Englewood Cliffs, NJ: Prentice-Hall.
• Anderson, Benedict (1995). Hayali Cemaatler. İstanbul: Metis Yayınları.
• Anyon, J (1959). “Ideology and United States History Textbooks.” Harvard Educational Review, 49(3): 361-386.
• Anyon, J (1978) “Elementary Social Studies Textbooks and Legitimating Knowledge.”Theory and Research in Social Education: 40-55.
• Apple, M. W., ve L.K. Christian-Smith (1991). “The Politics of the Textbook.”The Politics of the Textbook içinde, (Der.) M.W. Apple ve L.K. Christian-Smith, 1-21. New York: Routledge.
• Christou, M. (2007). “The Language of Patriotism: Sacred History and Dangerous Memories.” British Journal of Sociology of Education, Kasım: 709-722.
• Dekker, H., Darina M., ve Sander H. (2003). “Nationalism and Its Explanations.” Political psychology, Haziran: 345-376.
• Dreeben, R. (1968). On What is Learned in School. Boston: Addison-Wesley,.
• Durkheim, E. (1956). Education and Sociology. Glencoe: Free Press.
• Durkheim, E. (1961). Moral Education. Glencoe: Free Press.
• Gellner, E. (1983). Nations and Nationalism. Oxford: Blackwell.
• Giddens, A. (1985). A Contemporary Critique of Historical Materialism. Vol. 2 The Nation State and Violence. Cambridge: Polity Press.
• Giroux, H. A. (1987). “Citizenship, Public Philosophy, and the Retreat from Democracy in the United States.” In the Nation's Image: Civic Education in Japan, the Soviet Union, the United States, France and Britain Atlanta, Georgia State University, Centre for Crosscultural Education.
• Green, A. (1990). Education and State Formation: The Rise of Education Systems in England, France and the USA. London: MacMillan.
• Hobsbawm, E.J. (2006). Milletler ve Milliyetçilik. İstanbul: Ayrıntı Yayınları.
• Hobsbawm, E.J (2008). Kısa 20. Yüzyıl - 1914-1991 Aşırılıklar Çağı. İstanbul: Everest Yayınları.
• Howerth, I. W (1935). “Heroism as a Factor in Education.” The Phi Delta Kappan, Eylül: 18Kegler, S. B., ve John S. S. (1960). “Images of Hero -- Two Teaching Units.” The English Journal, Eylül: 409-417.
• Ledoux, M. W. ve Thomas M. (2010). “Can We Teach Patriotism in Schools?” Educational Horizons, Bahar: 146-150.
• Lutovinov, V.I., ve Meshkova, S.I. (2009). “Problems of the Teaching of Patriotism.” Russian Education and Society, Eylül: 15-21.
• Marrais, K. de, ve M. LeCompte (1994). The Way Schools Work. London: Longman.
• McLaren, P. (1989). Life in Schools: an Introduction to Critical Pedagogy in the Foundations of Education. New York: Longman.
• Merry, M. S. (2009). “Patritoism, History and the Legitimate Aims of American Education.” Educational Philosophy and Theory, Ağustos.
• Millas, H. (1991). “History Textbooks in Greece and Turkey.” History Workshop, Bahar: 21Miller, R. W. (1997). “Killing for Homeland: Patriotism, Nationalism and Violence.” The Journal of Ethics, Güz: 165-185.
• Porat, Dan A (2004). “It's Not Written Here, but This is What Happened: Student's Cultural Comprehension of Textbook Narratives on the Israeli-Arab Conflict.” American Educational Research Journal, Vol. 41, No:4: 963-996.
• Romanowski, M. H. (1995 ). “In Textbooks We Trust.” Executive-Educator, 17(5): 38-41. Smirnov, O., Holy A., Douglas K., ve Orbell J. (2007). “Ancestral War and the Evolutionary Origins of "Heroism".” The Journal of Politics: 927-940.
• Stern, P. C. (1995). “Why Do People Sacrifice for Their Nations?” Political Psychology, Haziran: 217-235.