Practicing a New Curriculum in Turkey: Loose Coupling, Organisational and Social Milieus, and Their Practical Capital Formations

Autor/inn/en	Nohl, Arnd-Michael; Somel, R. Nazli
Titel	Practicing a New Curriculum in Turkey: Loose Coupling, Organisational and Social Milieus, and Their Practical Capital Formations
Quelle	In: British Journal of Sociology of Education, 37 (2016) 8, S.1167-1186 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2015.1042148
Schlagwörter	Foreign Countries; Teaching Methods; Curriculum Development; Elementary School Teachers; Group Discussion; Parents; Social Influences; Social Capital; Equal Education; Educational History; Educational Change; Educational Resources; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gruppendiskussion; Eltern; Sozialer Einfluss; Sozialkapital; History of education; Bildungsgeschichte; Bildungsreform; Bildungsmittel
Abstract	This paper analyses tuitional practices after a major curriculum change (2005) in primary schools of Turkey. Group discussions conducted with teachers and parents in five maximally contrasting schools (e.g. schools in a squatter and a middle-class neighbourhood of Istanbul) show that tuitional practices, being only "loosely coupled" with the official curriculum, are strongly influenced by generation-specific orientations in teachers' organisational milieus, by orientations prevalent in the social milieus of pupils and their parents, and by different forms of capital on the part of teachers, parents and school organisations. Combined with empirical analysis, the paper proposes a theoretical framework that complements the assumptions of New Institutionalism by using the basic concepts of the sociology of knowledge and Bourdieu's concept of capital. This framework offers a new way to understand the intrinsic logic of the growing differences and inequalities within and between school organisations in complex societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01