Publication: Sosyal bilgiler ders kitaplarında toplumsal cinsiyetin temsili : İstanbul sözleşmesi öncesi ve sonrası
Abstract
Bu çalışmanın amacı İstanbul Sözleşmesi yürürlüğe girmeden önce (2011-2013) ve İstanbul Sözleşmesi yürürlüğe girdikten sonra (2016-2020), Millî Eğitim Bakanlığı, Talim ve Terbiye kurulunun onayı ile okullarda kullanılan Ortaokul Sosyal Bilgiler ders kitaplarının görsel ve metinlerinin toplumsal cinsiyet eşitliği yönüyle incelenmesi ve sözü edilen ders kitaplarının karşılaştırılmasıdır. Çalışmada nitel araştırma yöntemlerinden biri olan doküman incelemesinden yararlanılmıştır. Çalışmada, 2011-2013 yılları ile 2016-2020 yılları arasında Millî Eğitim Bakanlığı, Talim ve Terbiye Kurulunun onayı ile ortaokullarda kullanılan her bir sınıf düzeyine (5. 6. ve 7.sınıf) ait Sosyal Bilgiler ders kitapları kullanılmıştır. Verilerin analizinde içerik analizi yönteminden yararlanılmış olup ders kitapları, Esen Severge (1998) tarafından hazırlanmış olan kategoriler çerçevesinde incelenmiştir. Çalışma sonucu, İstanbul Sözleşmesi sonrası kullanılan ders kitaplarında sözleşmenin ilgili alana dair amacına yönelik verimli ve kapsamlı düzenlemelerin yapılmadığını ortaya çıkarmıştır. Ders kitaplarının incelemesinde kullanılan kategorilerin bazılarında İstanbul Sözleşmesi sonrası olumlu gelişmelerin olduğu görülse de incelenen kategorilerin genelinde erkeklerin kadınlardan oransal olarak çok daha fazla temsil edildiklerini, görünürlüklerinin daha yüksek olduğu saptanmıştır. Elde edilen veriler neticesinde her iki periyottaki ders kitapları karşılaştırılmış ve alanyazında yer alan diğer çalışmaların sonuçları ile birlikte tartışılmıştır. Çalışmanın sonuçları doğrultusunda uygulayıcılara, araştırmacılara ve ilgili alandaki birimlere çeşitli önerilerde de bulunulmuştur.
The aim of this research is to examine and compare the visuals and texts of the Social Studies textbooks used in middle schools, with the approval of the Ministry of National Education, the Board of Education and Discipline, before the Istanbul Convention came into force (2011-2013) and after the Istanbul Convention came into force (2016-2020) in terms of gender equality. In the research, document analysis, which is one of the qualitative research methods, was used. The textbooks examined in the research; Social Studies textbooks for each grade level (5th, 6th and 7th grades) used in middle schools between 2011-2013 and 2016-2020 with the approval of the Ministry of National Education, Board of Education and Discipline. Content analysis method was used in the analysis of the data, and the textbooks were examined by the categories prepared by Esen Severge (1998). The result of the research, revealed that efficient and comprehensive arrangements for the purpose of the contract were not made in the textbooks used after the Istanbul Convention. It was determined that there were positive developments after the Istanbul Convention in some of the categories used in the review of the textbooks. However, it was determined that men were represented much more than women in the examined categories. Their visibility was also found to be higher than that of women. As a result of the data obtained, the textbooks in both periods were compared and discussed together with the results of other research in the literature. In line with the results of the research, various suggestions were made to practitioners, researchers and units in the related field.
The aim of this research is to examine and compare the visuals and texts of the Social Studies textbooks used in middle schools, with the approval of the Ministry of National Education, the Board of Education and Discipline, before the Istanbul Convention came into force (2011-2013) and after the Istanbul Convention came into force (2016-2020) in terms of gender equality. In the research, document analysis, which is one of the qualitative research methods, was used. The textbooks examined in the research; Social Studies textbooks for each grade level (5th, 6th and 7th grades) used in middle schools between 2011-2013 and 2016-2020 with the approval of the Ministry of National Education, Board of Education and Discipline. Content analysis method was used in the analysis of the data, and the textbooks were examined by the categories prepared by Esen Severge (1998). The result of the research, revealed that efficient and comprehensive arrangements for the purpose of the contract were not made in the textbooks used after the Istanbul Convention. It was determined that there were positive developments after the Istanbul Convention in some of the categories used in the review of the textbooks. However, it was determined that men were represented much more than women in the examined categories. Their visibility was also found to be higher than that of women. As a result of the data obtained, the textbooks in both periods were compared and discussed together with the results of other research in the literature. In line with the results of the research, various suggestions were made to practitioners, researchers and units in the related field.
Description
Keywords
Cinsiyet Rolleri, Çalışma ve öğretim, Ders Kitapları, Gender, Gender Representation, Gender Roles, İstanbul Convention, İstanbul Sözleşmesi, Social sciences, Social Studies, Sosyal Bilgiler, Sosyal bilimler, Study and teaching, Textbooks, Toplumsal Cinsiyet, Toplumsal Cinsiyetin Temsili, Turkey, Türkiye