Akademik Veri Yönetim Sistemi
EGITIM VE BILIM, cilt.47, sa.211, ss.297-322, 2022 (SSCI)
This study aims to analyze primary school students’ experiences
from a gender-based perspective throughout the primary school
curriculum taking the curriculum as a phenomenological construct
and an apparatus to reproduce orthodoxies in a diverse context in
the Southern region of Turkey. Via utilizing a multi-phase
embedded case study, this research included the qualitative data
that obtained from 4th grade textbooks and 11 schools, including
site visits, classroom observations, and semi-structured interviews
with 27 teachers, 10 managers, and 10 counselors. Thick data were
subjected to inductive qualitative analysis and triangulated for
trustworthiness. Findings revealed the gendered character of
citizenship and the reproduction of gender roles through formal
education, in which boys had more space to act flexible and free
compared to girls. Findings also manifested the intersections of
class, ethnicity, and nationality with gender, leading to girls’
diverse experiences from different socio-economic and cultural
backgrounds. In addition, the existence of resistance was also
apparent in a few participants’ discourses through which
education could be defined as a ‘praxis’ rather than ‘reproduction.’