Kadınların sosyalleşmesinde halk eğitimi merkezlerinin rolü: altıntaş örneği
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Dosyalar
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bursa Teknik Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İnsan biyolojik gelişimini tamamlayarak dünyaya gelmesine rağmen hem psikolojik olarak hem de sosyal olarak gelişimini tamamlayabilmesi ve insani beceriler kazanabilmesi için sosyalleşmeye ihtiyaç duyar. İnsan yaşamını sürdürebilmesi için temel ihtiyaçlarını karşılayabilse bile toplum içinde yaşayabilme becerilerini kazanamaz. Bireyin topluma uyum sağlaması ve sosyal normları öğrenebilmesi için sosyalleşme en önemli ihtiyaçlardan biridir. Sosyalleşme aracılarından biri olan eğitim, bireyin topluma uyum sağlamasında ve bireyin yaşadığı ortamdan çok farklı bir ortama girerek diğer insanları tanıma fırsatı bulduğu bir kurumdur. Böylelikle birey toplum içinde empati yeteneğini ve problem çözme becerilerini geliştirir, kültürel farklılıkları görür. Halk eğitimi merkezleri de bu kurumlardan biridir. Örgün eğitiminde oluşan boşlukları doldurabilmek için kurulmuştur. Çağın gerisinde kalmamak ve eğitimin, ilköğretim ve ortaöğretim ile sınırlı kalmaması adına bu kuruluşlara ihtiyaç duyulmuştur. Bu kuruluşlar Cumhuriyet döneminde "Halk Evleri" olarak açılmış, Halk Eğitimi olarak değiştirilmiş daha sonra Yaygın Eğitim, Yaşam Boyu Öğrenme en son olarak da Hayat Boyu Öğrenme adını almıştır. Bu kuruluşun gayesi din, dil, ırk ayırt etmeksizin her insana ulaşabilmek ve her anlamda bireyin kendini geliştirmesine katkı sağlamaktır. Halk Eğitimi programları, özellikle kadınlar için oldukça önemli bir yere sahiptir. Kadınların eğitim alması, sadece kendi kişisel gelişimleri açısından değil, toplumun genel refahı ve kalkınması için de hayati öneme sahiptir. Bununla birlikte Halk Eğitimi Merkezleri kadınların sosyalleşmeleri için de önemli bir merkez olmuştur. Özellikle kadınların sosyalleşme konusunda kısıtlı olduğu küçük ilçelerde, kurslar onlar için önemli mekanlardır. Sadece kadınlara yüklenilen çocuk bakımı, ev işleri… gibi sorumluluklar bir zaman sonra rutin bir hale gelmekte, bu monotonluk yerini can sıkıntısına ve yetersizlik duygusuna bırakmaktadır. Bu araştırmada Halk Eğitimi Merkezi kurslarına katılan kadın kursiyerlerin kurslara neden katıldıkları araştırılmıştır. Araştırmada nitel araştırma yöntemi olan fenomenolojik desen kullanılmıştır Görüşmeciler Altıntaş Halk Eğitimi Merkezine katılan veya halihazırda kursa devam eden on iki kursiyerden oluşmaktadır. Kursiyerlere sekiz adet soru sorulmuş ve bu sorulara verilen yanıtlara göre analizler yapılmıştır. Kursiyerlerin vermiş oldukları cevaplara binaen, bazı sosyalleşme kuramları ile bağlantılar kurulmuştur. Bu kuramlar: Sosyal Öğrenme Kuramı, Çatışma Kuramı, Benlik ve Ayna Benlik Kuramlarıdır. Böylece Halk Eğitimi Merkezlerinin sosyalleşmeye nasıl bir katkı sağladığı ortaya konulmuş ve beklentileri karşılayıp karşılamadığı analiz edilmiştir.
Although humans are born into the world having completed their biological development, they require socialization to achieve psychological and social maturity, and to acquire human skills. Even if individuals can meet their basic needs to sustain life, they cannot acquire the skills to live within society. Socialization is crucial as one of the most important needs for individuals to adapt to society and learn social norms. Education, as one of the means of socialization, is an institution where individuals can adapt to society and have the opportunity to meet other people in a very different environment from the one they live in. Thus, individuals develop empathy and problem-solving skills within the community, and become aware of cultural differences. Public education centers are one of these institutions, established to fill the gaps left by formal education. The need for such establishments arose to prevent falling behind the times and to ensure that education does not remain limited to primary and secondary education alone. These institutions were initially opened as "People's Houses" during the Republican period, later renamed as "Public Education," then "Adult Education," "Lifelong Learning," and finally "Lifelong Learning" today. The aim of these institutions is to reach every individual without discrimination based on religion, language, or race, and to contribute to the personal development of individuals in every sense. Public education programs hold a particularly significant place for women. Women receiving education is not only crucial for their personal development but also vital for the general welfare and development of society. Moreover, public education centers have become important centers for socialization for women. Especially in small towns where women are restricted in terms of socializing, these courses are important venues for them. Responsibilities such as childcare and household chores imposed solely on women eventually become routine, leading to boredom and feelings of inadequacy over time. This study investigates why female learners participate in courses at Public Education Centers. A phenomenological research design, a qualitative research method, was used in the study. The interviewees consisted of twelve learners who have participated or are currently attending courses at the Altıntaş Public Education Center. Eight questions were asked to the learners, and the responses were analyzed accordingly. Connections were made between the responses of the learners and some socialization theories: Social Learning Theory, Conflict Theory, Self and Mirror Self Theories. Thus, the contribution of public education centers to socialization has been identified, and whether they meet expectations has been analyzed.
Although humans are born into the world having completed their biological development, they require socialization to achieve psychological and social maturity, and to acquire human skills. Even if individuals can meet their basic needs to sustain life, they cannot acquire the skills to live within society. Socialization is crucial as one of the most important needs for individuals to adapt to society and learn social norms. Education, as one of the means of socialization, is an institution where individuals can adapt to society and have the opportunity to meet other people in a very different environment from the one they live in. Thus, individuals develop empathy and problem-solving skills within the community, and become aware of cultural differences. Public education centers are one of these institutions, established to fill the gaps left by formal education. The need for such establishments arose to prevent falling behind the times and to ensure that education does not remain limited to primary and secondary education alone. These institutions were initially opened as "People's Houses" during the Republican period, later renamed as "Public Education," then "Adult Education," "Lifelong Learning," and finally "Lifelong Learning" today. The aim of these institutions is to reach every individual without discrimination based on religion, language, or race, and to contribute to the personal development of individuals in every sense. Public education programs hold a particularly significant place for women. Women receiving education is not only crucial for their personal development but also vital for the general welfare and development of society. Moreover, public education centers have become important centers for socialization for women. Especially in small towns where women are restricted in terms of socializing, these courses are important venues for them. Responsibilities such as childcare and household chores imposed solely on women eventually become routine, leading to boredom and feelings of inadequacy over time. This study investigates why female learners participate in courses at Public Education Centers. A phenomenological research design, a qualitative research method, was used in the study. The interviewees consisted of twelve learners who have participated or are currently attending courses at the Altıntaş Public Education Center. Eight questions were asked to the learners, and the responses were analyzed accordingly. Connections were made between the responses of the learners and some socialization theories: Social Learning Theory, Conflict Theory, Self and Mirror Self Theories. Thus, the contribution of public education centers to socialization has been identified, and whether they meet expectations has been analyzed.
Açıklama
Anahtar Kelimeler
Sosyoloji, Sociology
