Programın Temelleri: Sosyal, Kültürel ve Ekonomik Perspektifler
Özet
Eğitim bugün öngörüler oluşturmanın zorlaştığı bir bağlamda gündemini belirleme ve işlevini yerine getirme güçlüğü ile karşı karşıyadır. Bu güçlük, eğitimin temel bir hak olduğu düşüncesinden hareketle kapsayıcı müzakerelerle ulaşılacak uzlaşılar doğrultusunda oluşturulacak esnek, dinamik, tüm öğrenenlerin gelişimini desteklemeye ve farklılıklardan kaynaklanan dezavantajları azaltmaya olanak tanıyan, çeşitlilikleri duyan ve bunlara alan açan, uygulanabilir eğitim programları ile aşılabilir. Bunun yolu ise içinde bulunduğumuz çağda eğitim programını anlamaya ve gelecek için öngörülerde bulunmaya dönük bir kavrayış geliştirme çabasından geçmektedir. Eğitim programını anlamaya dönük bir bakış açısı, önce toplumsal, kültürel, ekonomik, politik bağlamlarda yaşananları anlamayı ve betimlemeyi ardından bütünlüklü bağlantılar inşa etmeyi gerektirmektedir.
Bu bölümde eğitim programının toplumsal, kültürel ve ekonomik bağlamlarla ilişkisi ve etkileşimi üzerinde durulmuştur. İlgili bağlamlar çerçevesinde eğitim programını ele almak, bu bağlamlarda ortaya çıkan ve birbiriyle ilişkili olayları, olguları ve durumları, bunların bugün ve gelecek için yarattığı güçlükleri ve fırsatları bütüncül olarak analiz etmeyi ve yorumlamayı gerektirmektedir. Bir başka deyişle, eğitim programı özü itibariyle toplumsal, kültürel, ekonomik bağlamlarla nasıl ilişkilenmektedir? Eğitim programının toplumsal, kültürel, ekonomik bağlamlardaki konumu, aldığı biçimi, anlamı ve bu bağlamlarla nasıl ilişkili olduğunu ele almak, programa ve etkileşimde bulunduğu her türlü çevreye bütünlüklü bir bakışla tutarlı açıklamalar ve yorumlar geliştirmemize olanak tanıyacaktır. Bu doğrultuda, eğitim programının içinde bulunduğu çeşitli bağlamların karmaşıklığı ve devingenliği içinde ortaya çıkan çeşitli olgular, eğitim programı ile ilişkisi çerçevesinde serimlenmeye çalışılmıştır. Bağlamların iç içe geçmesi ve sınırların silikleşmesi bağlamlara ilişkin tartışmaları birbirinden yalıtılmış olarak değil bir arada ele almayı gerektirmektedir. Bu nedenle bu bölümde önce güncel bağlam betimlenmeye çalışılmış ardından toplumsal, kültürel ve ekonomik bağlamlarda öne çıkan belirli konuların eğitim programı ile ilişkisi yorumlanmıştır. Bu konular, küreselleşme ve onun uzantıları olarak beliren uluslararasılaşma, uluslararası eğitim ve küyerelleşme meseleleri ile teknolojikleşme ve dijitalleşmeye ilişkin tartışmalarla sınırlandırılmıştır.
Education today faces the challenge of defining its purpose and fulfilling its function in an unpredictable world. Overcoming this challenge requires curricula that are flexible, dynamic, applicable, supporting the development of all learners and minimizing disadvantages stemming from differences. Such curricula must embrace and create space for diversity, and be developed through inclusive negotiations based on the fundamental right to education. The path forward involves developing a contemporary understanding of the curriculum and making informed predictions for its future. To graps the curriculum effectively, we must first analyze and describe the prevailing social, cultural, economic and political contexts, then establish holistic connections among them.
This chapter specifically examines the relationship and interaction between curriculum and its social, cultural, and economic contexts. Addressing the curriculum within these frameworks necessitates a comprehensive analysis and interpretation of the interrelated events, phenomena, and situations occuring within them. This includes understanding the challenges and opportunities these contexts offer for both the current time and the future. In essence, how the curriculum is intrinsically linked to these contexts, its role within them, the form it takes, its meaning, and its relationship to them are explored. In this respect, various phenomena that emerge from the complex and dynamic contexts in which the curriculum is situated have been tried to be presented within the framework of their relationship with the curriculum. The intertwined nature of these contexts and their blurring boundaries necessitate discussing them collectively, rather than in isolation. For this reason, this section first describes the current context and then comments on the relationship between the curriculum and specific prominent issues within social, cultural, and economic contexts. These issues are limited to globalization—along with its extentions like internationalization, international education, and glocalization—and debates surrounding technologization and digitalization.
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Armila, P., Sivenius, A., Stanković, B., & Juutilainen, L. (2024). Digitalization of education: Commodification hidden in terms of empowerment?. Postdigital Science and Education, 6, 556–571 https://doi.org/10.1007/s42438-022-00347-8
Azevedo, J. P., Goldemberg, D., Montoya, S., Nayar, R., Rogers, H., Saavedra, J., & Stacy, B. W. (2021). Will every child be able to read by 2030? Defining learning poverty and mapping the dimensions of the challenge (Policy Research Working Paper No: 9588). World Bank Group Education Global Practice March 2021. https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Azevedo-et-al-2021_Will-Every-Child-Be-Able-to-Read-by-2030.pdf
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Cambridge, J., & Thompson, J. (2004). Internationalism and globalization as contexts for international education. Compare: A Journal of Comparative and International Education, 34(2), 161-175, https://doi.org/10.1080/ 0305792042000213994.
Connelly, F. M., He, M. F., & Phillion, J., & Schlein C. (2008). Introduction. F. M. Connelly, M. F. He, & J. Phillion (Eds.), The SAGE handbook of curriculum and instruction (p. ix-xv). Sage Publications.
de Wit, H. (2019). Internationalization in higher education: A critical review. SFU Educational Review, 12(3), 9-17. https://doi.org/10.21810/sfuer.v12i3.1036
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Johnson, M.W., Suvorova, E.A., & Karelina, A.A. (2022). Digitalization and uncertainty in the university: Coherence and collegiality through a metacurriculum. Postdigital Science and Education, 4, 772-792. https://doi.org/10.1007/s42438-022-00324-1
Knight, J. (2004). Internationalization remodeled: Definition, approaches, and rationales. Journal of Studies in International Education, 8(1), 5-31. https://doi.org/10.1177/ 1028315303260832.
Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1-14. https://doi.org/10.1007/s42438-019-00045-y
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Ljungqvist, M., & Sonesson, A. (2022). Selling out education in the name of digitalization: A critical analysis of Swedish policy. Nordic Journal of Studies in Educational Policy, 8(2), 89-102, DOI: 10.1080/20020317.2021.200466
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Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues (4th ed.). Pearson Education Ltd.
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Referanslar
Aktaş-Salman, U. (2025, Mayıs). Sıcak bir yuva ile yalnızlık arasında: Çocukların gözünden okul. Uzun Hikaye. https://egitimreformugirisimi.org/sicak-bir-yuva-ile-yalnizlik-arasinda-cocuklarin-gozunden-okul/
Apple, W. M. (1993). The politics of official knowledge: Does a national curriculum make sense? Teachers College Record, 95, 222-241. https://doi.org/10.1080/0159630930140101
Armila, P., Sivenius, A., Stanković, B., & Juutilainen, L. (2024). Digitalization of education: Commodification hidden in terms of empowerment?. Postdigital Science and Education, 6, 556–571 https://doi.org/10.1007/s42438-022-00347-8
Azevedo, J. P., Goldemberg, D., Montoya, S., Nayar, R., Rogers, H., Saavedra, J., & Stacy, B. W. (2021). Will every child be able to read by 2030? Defining learning poverty and mapping the dimensions of the challenge (Policy Research Working Paper No: 9588). World Bank Group Education Global Practice March 2021. https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Azevedo-et-al-2021_Will-Every-Child-Be-Able-to-Read-by-2030.pdf
Biesta, G. (2019). What kind of society does the school need? Redefining the democratic work of education in impatient times. Studies in Philosophy and Education, 38, 657-668. https://doi.org/10.1007/s11217-019-09675-y
Brennen, J. S., & Kreiss, D. (2016). Digitalization. K. B. Jensen, R. T. Craig, J. Pooley, & E. W. Rothenbuhler (Eds.), The Wiley Blackwell-ICA International Encyclopedias of Communication. The international encyclopedia of communication theory and philosophy, (p. 1–11). John Wiley & Sons. https://doi.org/10.1002/9781118766804. wbiect111.
Cambridge, J., & Thompson, J. (2004). Internationalism and globalization as contexts for international education. Compare: A Journal of Comparative and International Education, 34(2), 161-175, https://doi.org/10.1080/ 0305792042000213994.
Connelly, F. M., He, M. F., & Phillion, J., & Schlein C. (2008). Introduction. F. M. Connelly, M. F. He, & J. Phillion (Eds.), The SAGE handbook of curriculum and instruction (p. ix-xv). Sage Publications.
de Wit, H. (2019). Internationalization in higher education: A critical review. SFU Educational Review, 12(3), 9-17. https://doi.org/10.21810/sfuer.v12i3.1036
Dünya Bankası. (2018). World development report 2018: Learning to realize education’s promise. World Bank. https://doi.org 10.1596/978-1-4648-1096-1 https://www.worldbank.org/en/publication/wdr2018#.
Dünya Bankası. (2019). Ending learning poverty: What will it take? World Bank. https://openknowledge.worldbank.org/ handle/10986/32553
Dünya Bankası. (2021, April). What is learning poverty? [Brief]. https://www.worldbank.org/en/topic/education/brief/what-is-learning-poverty
Dünya Bankası. (2024). Confronting the learning crisis: Lessons from World Bank Support for Basic Education, 2012–22. Independent Evaluation Group. World Bank.
Dünya Bankası, UNESCO, UNICEF, USAID, FCDO, ve Bill ve Melinda Gates Vakfı. (2022). The state of global learning poverty: 2022 Update. World Bank. https://www.unicef.org/media/122921/file/State%20of%20Learning%20Poverty%202022.pdf
Evran Acar, F. (2023). Program türleri ve program geliştirmenin teorik temelleri. H. Ünsal (Ed.), Eğitimde program geliştirme (s.18-53). Pegem Akademi.
Fer, S. (2020). Eğitimde program geliştirme: Kuramsal temellere bakış. Pegem Yayıncılık.
Flinders, M. (2020, March 25). Coronavirus and the politics of crisis fatigue. The Conversation. https://theconversation.com/coronavirus-and-the-politics-of-crisis-fatigue-134702
Gordon, W. R., II, Taylor, R. & Oliva, P. F. (2019). Developing the curriculum: Improved outcomes through systems approaches. Pearson.
Jackson, P. W. (1992). Conceptions of curriculum and curriculum specialists. P. W. Jackson (Ed.), Handbook of research on curriculum (p. 3-40). Macmillan Publishing Company.
Janesick, V. J. (2003). Curriculum trends: A reference handbook. Bloomsbury Publishing.
Jaramillo, J.J., Chiappe, A. (2024). The AI-driven classroom: A review of 21st century curriculum trends. Prospects, 54, 645-660. https://doi.org/10.1007/s11125-024-09704-w
Johnson Mardones, D. F. (2015). Understandig curriculum as phenomenon, field and design: A multidimensional conceptualization. International Dialogues on Education, 2(2), 123-130. https://doi.org/10.53308/ide.v2i2.193
Johnson, M.W., Suvorova, E.A., & Karelina, A.A. (2022). Digitalization and uncertainty in the university: Coherence and collegiality through a metacurriculum. Postdigital Science and Education, 4, 772-792. https://doi.org/10.1007/s42438-022-00324-1
Knight, J. (2004). Internationalization remodeled: Definition, approaches, and rationales. Journal of Studies in International Education, 8(1), 5-31. https://doi.org/10.1177/ 1028315303260832.
Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1-14. https://doi.org/10.1007/s42438-019-00045-y
Koutselini, M. (1997). Contemporary trends and perspectives of the curricula: Towards a meta-modern paradigm for curriculum. Curriculum Studies, 5(1), 87-101 http://dx.doi.org/ 10.1080/14681369700200005
Lawrence, M., Scott J., & Thomas, H. D. (2022). What is a global polycrisis? (Version 2.0). [Discussion Paper 2022-4]. Cascade Institute. https://cascadeinstitute.org/technical-paper/what-is-a-global-polycrisis/
Lingard, B., & Rizvi, F. (1998). Globalisation and the fear of homogenisation in education. Change: Transformations in Education, 1(1), 62-71.
Ljungqvist, M., & Sonesson, A. (2022). Selling out education in the name of digitalization: A critical analysis of Swedish policy. Nordic Journal of Studies in Educational Policy, 8(2), 89-102, DOI: 10.1080/20020317.2021.200466
Luke, A. (2008). Introductory essay: Curriculum in context. F. M. Connelly, M. F. He, & J. Phillion (Eds.), The SAGE handbook of curriculum and instruction (p. 145-150). Sage Publications.
Marginson, S. (2017). Do rankings drive better performance? International Higher Education, 89, 6-8. https://doi.org/10.6017/ihe.2017.89.9833
Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues (4th ed.). Pearson Education Ltd.
Mills, M. (2019, July). Towards an understanding of curricular justice: A provocation. Blog post-part of special issue: Reimagining a curriculum for teacher knowledge. https://www.bera.ac.uk/blog/towards-an-understanding-of-curricular-justice-a-provocation
OECD. (2018). The Future of Education and Skills, Education 2030: The Future We Want. [E2030 Position Paper]. https://www.oecd.org/content/dam/oecd/en/about/projects/edu/education-2040/position-paper/PositionPaper.pdf
OECD. (2020). Curriculum overload: A way forward. OECD Publishing. https://doi.org/10.1787/3081ceca-en.
Ornstein, A. C. (1994). Curriculum trends revisited. Peabody Journal of Education, 69(4), 4-20. https://doi.org/ 10.1080/01619569409538783.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum foundations, principles, and issues (4th ed.). Allyn & Bacon.
Patel, F., & Lynch, H. (2013). Glocalization as an alternative to internationalization in higher education: Embedding positive glocal learning perspectives. International Journal of Teaching and Learning in Higher Education, 25 (2), 223- 230.
Peoples, C. (2022). The liberal international ordering of crisis. International Relations, 38(1), 3-24. https://doi.org/ 10.1177/00471178221128187.
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