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Educational policy-making and hegemony: monolithic voices from civil society

McGrath, Simon; Karlidag-Dennis, Ecem; Stevenson, Howard

Authors

Ecem Karlidag-Dennis

HOWARD STEVENSON Howard.Stevenson@nottingham.ac.uk
Professor of Educational Leadershipand Policy Studies



Abstract

This article discusses the changes in basic education in Turkey, with a particular focus on religious education and its ramifications for the education system. The latest education reform, 4+4+4 (or 4+), the largest education reform in recent Turkish history, has brought radical changes to the school system regarding religious education. For this research, journalists and teacher unionists were interviewed to investigate civil society’s perspective on the reform. Several themes were extracted from the data analysis but this article focuses on one dominant theme, namely the rise of religiosity. We argue that the state and its private associations (i.e., media, unions, and political parties) are actively encouraging a process of Islamisation and a gradual but stronger emphasis on Islam in public sphere in order to consolidate its hegemonic dominance.

Citation

McGrath, S., Karlidag-Dennis, E., & Stevenson, H. (2019). Educational policy-making and hegemony: monolithic voices from civil society. British Journal of Sociology of Education, 40(8), 1138-1153. https://doi.org/10.1080/01425692.2019.1647091

Journal Article Type Article
Acceptance Date Jul 19, 2019
Online Publication Date Aug 5, 2019
Publication Date Nov 17, 2019
Deposit Date Jul 23, 2019
Publicly Available Date Feb 6, 2021
Journal British Journal of Sociology of Education
Print ISSN 0142-5692
Electronic ISSN 1465-3346
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 40
Issue 8
Pages 1138-1153
DOI https://doi.org/10.1080/01425692.2019.1647091
Keywords Sociology and Political Science; Education
Public URL https://nottingham-repository.worktribe.com/output/2328551
Publisher URL https://www.tandfonline.com/doi/full/10.1080/01425692.2019.1647091
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on 05.08.2019, available online: http://www.tandfonline....0/01425692.2019.1647091