Publication: Eğitimde postproleterya sınıfının simgesi : Ücretli sosyal bilgiler öğretmenliği örneğinde fenomenolojik bir çözümleme
Abstract
Toplumsal yapının bir parçası olan eğitim, insanlık tarihi boyunca üretim yapısında meydana gelen değişikliklerle dönüşüme uğramıştır. Kapitalizm ve modernleşmenin etkisiyle ulus devlet inşasında, eğitimin hedefi bireylerde yurttaşlık bilincini oluşturmaktır. Bu ülküyü gerçekleştirecek olan öğretmenlere kutsal meslek sıfatının atfedildiği görülür. Sermaye birikimi sürecinde kapitalizm dünya çapında ürettiği krizleri aşmak için neoliberal politikaları işlevsel hale getirmiştir. Türkiye’de de 1980’li yıllarda neoliberal dalgayla birlikte kamusal bir hizmet olarak görülen eğitim metalaşmaya açılmıştır. Eğitimin anlamının ve işlevinin değişikliğe uğraması şüphesiz ki eğitim hikayesinin baş kahramanlarından olan öğretmenlerin de çalışma koşullarında büyük değişiklikleri meydana getirmiştir. Bugün Türkiye’de devlet okullarında öğretmenlerin istihdam edilmesinde güvenceli iş yapısını teşkil eden kadrolu ve esnek istihdam; geçici ve güvencesizliği içinde barındıran model olan ücretli öğretmenlik sisteminin kullanıldığı görülmektedir. Esnek istihdam modelinde çalışan ücretli öğretmenlerin; hiç bir özlük hakkının bulunmayışı, aldığı maaşın asgari ücretin dahi altında kalışı, işe alımlarında veya ayrılışlarında yasal olarak bağlayıcı hukuki bir sözleşmenin dahi bulunmayışı bu öğretmenleri sosyolojik bağlamda postproleterya veya prekarya sınıfına dahil hale getirdiğine şahit olunmaktadır. Bu araştıma, eğitimin sisteminde yer alan öğretmenlerin çalışma koşullarını toplumsal olarak arka plandaki kapitalist sistemde var olan üretim ilişkilerinde meydana gelen dönüşüme dayandırılarak açıklığa kavuşturmaktadır. Bu çalışmada, nitel araştırma yöntemlerinden fenomenolojik yaklaşım kullanılarak Sosyal bilgiler öğretmenliği bölümü mezunu katılımcıların ücretli öğretmenliğe dair deneyimleri ortaya çıkarılmıştır. Araştırmanın çalışma grubu, amaçlı örneklem yöntemiyle seçilmiş ücretli öğretmenliği deneyimlemiş 10 katılımcıdan oluşmaktadır. Bu katılımcılarla görüşme tekniği kullanılarak veriler toplanmıştır.
Education, which is a part of the social structure, has been transformed by changes in the production structure throughout human history. In the construction of the nation state under the influence of capitalism and modernization, the goal of education is to create citizenship awareness in individuals. It is seen that the title of sacred profession is attributed to teachers who will realize this ideal. In the process of capital accumulation, capitalism has made neoliberal policies functional in order to overcome the crises it has produced worldwide. In Turkey, with the neoliberal wave in the 1980s, education, which was seen as a public service, was opened to commodification. The change in the meaning and function of education has undoubtedly led to major changes in the working conditions of teachers, who are the protagonists of the education story. Permanent and flexible employment constitutes a secure job structure for the employment of teachers in public schools in Turkey today; It is seen that the paid teaching system, which is a temporary and insecure model, is used. Paid teachers working in a flexible employment model; It is witnessed that the lack of any personal rights, the salary they receive is even below the minimum wage, and the absence of a legally binding legal contract during their recruitment or dismissal, make these teachers included in the postproletariat or precariat class in a sociological context. This research clarifies the working conditions of teachers in the education system, based on the transformation in the production relations that exist in the socially background capitalist system. In this study, the experiences of social studies teaching graduate participants about paid teaching were revealed by using the phenomenological approach, one of the qualitative research methods. The study group of the research consists of 10 participants who have experienced paid teaching, selected by purposeful sampling method. Data was collected using the interview technique with these participants.
Education, which is a part of the social structure, has been transformed by changes in the production structure throughout human history. In the construction of the nation state under the influence of capitalism and modernization, the goal of education is to create citizenship awareness in individuals. It is seen that the title of sacred profession is attributed to teachers who will realize this ideal. In the process of capital accumulation, capitalism has made neoliberal policies functional in order to overcome the crises it has produced worldwide. In Turkey, with the neoliberal wave in the 1980s, education, which was seen as a public service, was opened to commodification. The change in the meaning and function of education has undoubtedly led to major changes in the working conditions of teachers, who are the protagonists of the education story. Permanent and flexible employment constitutes a secure job structure for the employment of teachers in public schools in Turkey today; It is seen that the paid teaching system, which is a temporary and insecure model, is used. Paid teachers working in a flexible employment model; It is witnessed that the lack of any personal rights, the salary they receive is even below the minimum wage, and the absence of a legally binding legal contract during their recruitment or dismissal, make these teachers included in the postproletariat or precariat class in a sociological context. This research clarifies the working conditions of teachers in the education system, based on the transformation in the production relations that exist in the socially background capitalist system. In this study, the experiences of social studies teaching graduate participants about paid teaching were revealed by using the phenomenological approach, one of the qualitative research methods. The study group of the research consists of 10 participants who have experienced paid teaching, selected by purposeful sampling method. Data was collected using the interview technique with these participants.