Köy enstitülerinin ideolojik yapısı
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Tarih
2017
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Köy Enstitüleri, Cumhuriyet tarihinin tüm alanlarında en çok tartışılan eğitim konusu olmuştur. Kurulmasının üzerinden 77 yıl, kapatılmasının üzerinden 63 yıl geçmiş olmasına rağmen güncelliğini hiç kaybetmemiş bir konudur.Enstitüler üzerine çok sayıda yazılar yazılmış, araştırmalar yapılmıştır. Bu araştırmalar ve yazılar genellikle Köy Enstitülerinin genel işleyişi, kapanma nedenleri, ülke üzerindeki etkileri, yankıları, yapılan eleştirilere cevap, öncesi ve sonrası gibi noktalara odaklanarak yazılmıştır. Dönemin Milli Eğitim Bakanı Hasan Ali Yücel ve İlköğretim Genel Müdürü İsmail Hakkı Tonguç da dahil olmak üzere enstitülerin içinden ve dışından pek çok kişibu konular hakkında kitaplar ve makaleler yazmışlardır.Yapılan araştırmalar ile yazılan yazıların önemli bir kısmı eleştiriler ve eleştirilere verilen cevaplardan oluşmaktadır. Eleştiriler çok farklı noktalardan ve farklı yerlerden yapılmaktadır. Öğrencilerin çok çalıştırılmasından köylü-şehirli sınıfsal ayrımının yapıldığına, öğretmenlerin maaşının azlığından müdürlerin yetkilerinin büyüklüğüne, kız-erkek bir arada okumasından din dersinin olmamasına kadar daha pek çok konuda bazen gerçekçi bazen de gerçek dışı eleştiriler yapılmıştır. Enstitülere yönelik eleştirilerde işin bir başka boyutu; Köy Enstitülerinin karşısında olan kişilerin sürekli enstitüleri eleştirmeleri ve bu eleştirilerin ideolojik düşüncelerden dolayı gerçek dışı olduğu düşüncesidir. Kimileri gerçekten bir şeyler gördüğü için, kimileri çıkarlarına ters geldiği için, kimileri başka başka nedenlerden enstitülerin ideoloji boyutunu eleştirmiştir.Bu çalışmada Köy Enstitülerine yönelik eleştirilerin odak noktasını oluşturan ve kapatılmalarının da temel nedeni olan enstitülerin ideolojik boyutu ele alınmıştır. Bu araştırma betimsel tarama modelinde bir araştırma olarak desenlenmiştir. Bununla birlikte daha önce belli bir amaca ve konuya yönelik yapılan çalışmaları birlikte göz önüne alınıp incelenmesi ve senteze ulaşılması nedeniyle meta-analiz de uygulanmıştır. Köy Enstitülerinin kurulmasında rolü olan yöneticilerin, bu okullarda öğretmenlik yapanların ve yine bu okullarda öğrencilik yapanların hatıra ve anlattıklarından hareket ederek köy enstitülerinin ideolojik yapısı ele alınıp verilmeye çalışılacaktır. Araştırmada yazılı kaynakların yanı sıra İvriz Köy Enstitüsü mezunu 7 öğretmen ile hazırlanmış olan yarı yapılandırılmış mülakat formu ile görüşme yapılmıştır. Veriler betimsel analiz yöntemi ile analiz edilmiştir.
The Village Institutes have been the most discussed topic in the field of education of Republican history and even in all fields. Although it has been 77 years since their establishment and over 63 years since they were closed, they never lost their up-to-dateness.Many articles and researches were made on the institutes. The researches and articles have been written with a focus on the general functioning of the Village Institutes, reasons for their closure, their effects on the country, echoes, answers to the criticisms, before and after. Many important people from inside and outside the institute including the National Education Minister of the period Hasan Ali Yücel and the General Director of Primary Education Ismail Tonguç wrote books about these subjects. An important part of the researches and articles were criticisms and answers given to the criticisms. The criticisms were made from very different points, from different aspects. Sometimes realistic and sometimes unrealistic criticisms have been made in many areas, ranging from the large number of students being employed to the peasant-urban class distinction, from the low salary of teachers to the greatness of the principals’ authority, coeducation to the absence of religion lesson. There was another dimension in the criticisms against the Institutes; an ideological dimension which was advocated to exist by those opposing to the Institutes and which was generally denied by the Institutions. The ideological dimension was criticized by some peoplebecause they saw something, by some because of conflicts of interest and by others because of different reasons.This study will focus on the ideological dimension, which was the focal point of the criticisms against the Village Institutes and which was the main cause of their closure.This research was designed as a research in the descriptive survey method. However, metaanalysis has also been applied because it has been synthesized beforehand by examining the studies made for a certain purpose and subject.The ideological structure of the village institutes will be tried to be handled by acting from the administrators who have the role in the establishment of the Village Institutes and those who teach in these schools and those who are students in these schools.In addition to the sources mentioned in the survey, interviews were held with the semi-structured interview form prepared with 7 teachers who attended İvriz Village Institute. The data were analyzed by descriptive analysis method.
The Village Institutes have been the most discussed topic in the field of education of Republican history and even in all fields. Although it has been 77 years since their establishment and over 63 years since they were closed, they never lost their up-to-dateness.Many articles and researches were made on the institutes. The researches and articles have been written with a focus on the general functioning of the Village Institutes, reasons for their closure, their effects on the country, echoes, answers to the criticisms, before and after. Many important people from inside and outside the institute including the National Education Minister of the period Hasan Ali Yücel and the General Director of Primary Education Ismail Tonguç wrote books about these subjects. An important part of the researches and articles were criticisms and answers given to the criticisms. The criticisms were made from very different points, from different aspects. Sometimes realistic and sometimes unrealistic criticisms have been made in many areas, ranging from the large number of students being employed to the peasant-urban class distinction, from the low salary of teachers to the greatness of the principals’ authority, coeducation to the absence of religion lesson. There was another dimension in the criticisms against the Institutes; an ideological dimension which was advocated to exist by those opposing to the Institutes and which was generally denied by the Institutions. The ideological dimension was criticized by some peoplebecause they saw something, by some because of conflicts of interest and by others because of different reasons.This study will focus on the ideological dimension, which was the focal point of the criticisms against the Village Institutes and which was the main cause of their closure.This research was designed as a research in the descriptive survey method. However, metaanalysis has also been applied because it has been synthesized beforehand by examining the studies made for a certain purpose and subject.The ideological structure of the village institutes will be tried to be handled by acting from the administrators who have the role in the establishment of the Village Institutes and those who teach in these schools and those who are students in these schools.In addition to the sources mentioned in the survey, interviews were held with the semi-structured interview form prepared with 7 teachers who attended İvriz Village Institute. The data were analyzed by descriptive analysis method.
Açıklama
Anahtar Kelimeler
Köy enstitüleri, İdeolojik boyut, İdeolojik yapı, Eleştiriler, Village institutes, Ideological dimension, Ideological structure, Criticisms
Kaynak
Çağdaş Türkiye Tarihi Araştırmaları Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
17
Sayı
35
Künye
Akandere, O., Yıldız, N. (2017). Köy enstitülerinin ideolojik yapısı. Çağdaş Türkiye Tarihi Araştırmaları Dergisi, 17, 35, 275-316.
