{"id":3571,"date":"2026-10-28T19:03:06","date_gmt":"2026-10-28T17:03:06","guid":{"rendered":"https:\/\/www.praksis.org\/makale\/kapitalist-toplumda-egitim-kuram-ve-gerceklige-genel-bir-bakis\/"},"modified":"2026-10-28T21:11:58","modified_gmt":"2026-10-28T19:11:58","slug":"kapitalist-toplumda-egitim-kuram-ve-gerceklige-genel-bir-bakis","status":"publish","type":"praksis_makale","link":"https:\/\/www.praksis.org\/en\/makale\/kapitalist-toplumda-egitim-kuram-ve-gerceklige-genel-bir-bakis\/","title":{"rendered":"Kapitalist Toplumda E\u011fitim: Kuram ve Ger\u00e7ekli\u011fe Genel Bir Bak\u0131\u015f"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"<p>Bug\u00fcn k\u00fcresel kapitalizmin isterleri do\u011frultusunda yeniden yap\u0131lan(d\u0131r\u0131l)makta olan modern e\u011fitim kurumunun, tarihsel olarak modernle\u015fme\/sanayile\u015fme s\u00fcrecinde ortaya \u00e7\u0131kan toplumsal ihtiya\u00e7lar\u0131 kar\u015f\u0131lamak \u00fczere olu\u015fturuldu\u011funu belirtmek m\u00fcmk\u00fcnd\u00fcr. Bilginin ve e\u011fitimin metala\u015fma\/sermayele\u015fme s\u00fcreci k\u00fcresel kapitalizmle birlikte ivme kazanm\u0131\u015f, piyasa i\u015fleyi\u015fini d\u00fczenleyen kural ve ilkeler, bilgiyle (ve e\u011fitimle) ilgili t\u00fcm toplumsal s\u00fcre\u00e7lerde egemen olmaya ba\u015flam\u0131\u015ft\u0131r. K\u00fcresel kapitalizmle birlikte e\u011fitim sisteminde ger\u00e7ekle\u015ftirilen d\u00fczenlemeler, bir yandan e\u011fitime ayr\u0131lan kamu kaynaklar\u0131n\u0131n azalt\u0131lmas\u0131, \u00f6zelle\u015ftirme ve \u00f6zel \u00f6\u011fretim kurumlar\u0131n\u0131n yayg\u0131nla\u015ft\u0131r\u0131lmas\u0131n\u0131 i\u00e7erirken, di\u011fer yandan y\u00fcksek\u00f6\u011fretime ge\u00e7i\u015fin rasyonalizasyonu, okullarla piyasa aras\u0131ndaki ba\u011f\u0131n g\u00fc\u00e7lendirilmesi, teknolojik yenile\u015fmenin h\u0131zla e\u011fitime aktar\u0131lmas\u0131 ve e\u011fitim sisteminin ve e\u011fitim y\u00f6netiminin yeniden yap\u0131lanmas\u0131 gibi d\u00fczenlemeleri kapsar. Bu d\u00fczenlemelerin \u00f6\u011frenciye ve okula yans\u0131malar\u0131 farkl\u0131la\u015fmaktad\u0131r. K\u00fcresel kapitalizmin h\u0131zland\u0131rd\u0131\u011f\u0131 kentle\u015fme s\u00fcreciyle birlikte kentin farkl\u0131 mek\u00e2nlar\u0131nda yo\u011funla\u015farak birbirinden kopmu\u015f olan farkl\u0131 toplumsal ve k\u00fclt\u00fcrel kesimlerin e\u011fitime eri\u015fimleri ve eri\u015filen e\u011fitimin niteli\u011fi farkl\u0131la\u015fmaktad\u0131r. Bu kesimlerin e\u011fitime y\u00fckledikleri anlam ve de\u011fer de\u011fi\u015firken, ayn\u0131 zamanda bilgiyle ve e\u011fitimle ili\u015fkileri de yeniden bi\u00e7imlenmi\u015ftir. E\u011fitimdeki toplumsal ayr\u0131\u015fma s\u00fcrecinin en temel mekanizmalar\u0131 ise okulun i\u00e7inde i\u015flemektedir ve en fazla s\u0131n\u0131f ve etnisite farkl\u0131l\u0131klar\u0131yla ili\u015fkilendirilmektedir. Bu anlamda e\u011fitimsel e\u015fitsizlikleri, okul terklerini, okul ba\u015far\u0131s\u0131zl\u0131klar\u0131n\u0131 anlamak i\u00e7in \u00f6\u011frencilerin s\u0131n\u0131fsal ve k\u00fclt\u00fcrel kimliklerinin analizi \u00f6nem kazanmaktad\u0131r. Toplumsal bir ger\u00e7eklik olarak e\u011fitimin \u00e7eli\u015fkili ve \u00e7at\u0131\u015fmal\u0131 bir karaktere sahip oldu\u011funu kabul ederek bunu ortaya koymak, ele\u015ftirel analiz i\u00e7in bir hareket noktas\u0131 olu\u015fturur. Okula atfedilen &#8220;g\u00f6rece \u00f6zerklik&#8221;, yani okulun basit\u00e7e bir &#8220;toplumsalla\u015ft\u0131rma&#8221; arac\u0131 olmay\u0131p, ayn\u0131 zamanda e\u011fitim bile\u015fenlerinin yetkilendirilmesini\/g\u00fc\u00e7lendirilmesini ve kendi kendilerini d\u00f6n\u00fc\u015ft\u00fcrmelerini m\u00fcmk\u00fcn k\u0131lan bir \u00e7eli\u015fki ve \u00e7at\u0131\u015fma alan\u0131 olarak g\u00f6r\u00fclmesi, e\u015fitlik\u00e7i ve \u00f6zg\u00fcrle\u015ftirici bir e\u011fitim i\u00e7in m\u00fccadelenin temel dayana\u011f\u0131d\u0131r.<\/p>\n","protected":false},"template":"","praksis_konu":[113,81],"praksis_yazar":[676],"praksis_anahtar":[],"class_list":["post-3571","praksis_makale","type-praksis_makale","status-publish","hentry","praksis_konu-egitim","praksis_konu-iktisat","praksis_yazar-l-isil-unal"],"_links":{"self":[{"href":"https:\/\/www.praksis.org\/en\/wp-json\/wp\/v2\/praksis_makale\/3571","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.praksis.org\/en\/wp-json\/wp\/v2\/praksis_makale"}],"about":[{"href":"https:\/\/www.praksis.org\/en\/wp-json\/wp\/v2\/types\/praksis_makale"}],"version-history":[{"count":1,"href":"https:\/\/www.praksis.org\/en\/wp-json\/wp\/v2\/praksis_makale\/3571\/revisions"}],"predecessor-version":[{"id":4382,"href":"https:\/\/www.praksis.org\/en\/wp-json\/wp\/v2\/praksis_makale\/3571\/revisions\/4382"}],"wp:attachment":[{"href":"https:\/\/www.praksis.org\/en\/wp-json\/wp\/v2\/media?parent=3571"}],"wp:term":[{"taxonomy":"praksis_konu","embeddable":true,"href":"https:\/\/www.praksis.org\/en\/wp-json\/wp\/v2\/praksis_konu?post=3571"},{"taxonomy":"praksis_yazar","embeddable":true,"href":"https:\/\/www.praksis.org\/en\/wp-json\/wp\/v2\/praksis_yazar?post=3571"},{"taxonomy":"praksis_anahtar","embeddable":true,"href":"https:\/\/www.praksis.org\/en\/wp-json\/wp\/v2\/praksis_anahtar?post=3571"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}