School as an oppressed site: how broader sociopolitical context informs educational processes in Turkish school with Kurdish school mix

Reproduction theories reveal schools' critical role in inequalities and instil a sense of pessimism regarding schools' potential to create a fair society. School effectiveness research (SER) has responded to this pessimism by studying associations between school factors and educational per...

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Bibliographic Details
Published in:Intercultural education (London, England) England), 2022-11, Vol.33 (6), p.595-610
Main Author: Çelik, Çetin
Format: Article
Language:English
Subjects:
Administrator Attitudes
Ethnic Groups
Foreign Countries
Indo European Languages
Institutional habitus
Kurdish students
Language Usage
Middle Schools
monocultural education
monolingual education
Monolingualism
Political Influences
Public Schools
School Effectiveness
Social Influences
Student Attitudes
Teacher Attitudes
Turkish
Turkish education system
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Summary:Reproduction theories reveal schools' critical role in inequalities and instil a sense of pessimism regarding schools' potential to create a fair society. School effectiveness research (SER) has responded to this pessimism by studying associations between school factors and educational performance to show that schools can make a difference. Despite its optimistic approach, SER fails to analyse the effects of broader social structures on educational processes. This article uses the institutional habitus concept to understand how the Turkish state's assimilative educational agenda and Kurdish communities' past experiences inform educational interactions in a public middle school in Istanbul's inner-city area. The paper argues that institutional habitus provides a more robust framework than SER in explaining schools' role in academic achievement within the broader sociopolitical context.
ISSN:1467-5986
1469-8439
DOI:10.1080/14675986.2022.2144029