Critical Pedagogy in Turkish Education System: The Opinions of Academicians

Volume 8 Issue 4 (October 2023)
┼×ehnaz Nigar Çelik
Pages: 916-931 Download Count : 222 View Count: 241 DOI Number 10.24331/ijere.1346303 Facebook Share on Google+ Save to Zotero Save to Mendeley


This study analyzed the Turkish education system in terms of critical pedagogy principles. Through the semi-structured interview form developed within the scope of the research, interviews were conducted with 32 academicians, and the data obtained as a result of the study were brought together on a question basis in the first stage and coded using MAXQDA software. The codes that show the same theme group characteristics and provide integrity of meaning within themselves were brought together. The data obtained in this context were analyzed, and the codes, categories, and themes were visualized and presented in MAXMaps according to their frequency of repetition. As a result of the research, the participants primarily defined the concept of critical pedagogy as a questioning perspective. The participants stated that the education system does not respond to differentiated needs, does not contribute to social justice and equality, and does not pave the way for social change and development. The participants also believe that a qualified and sustainable policy is not implemented in the Turkish education system. It has been argued that teachers do not contribute to pupils becoming influential individuals or thinking critically and that the reasons for this are the educational systems in place. As a result of the study, it was suggested that education should be free from ideology, teachers should be supported intellectually and professionally, and school-family cooperation should be ensured


  • Critical pedagogy
  • Turkish education system
  • academicians
  • content analysis
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