Coğrafya öğretmenlerinin postmodern coğrafya algıları

Postmodern coğrafya çalışmaları mekânların nasıl mülk edinildikleri ile mekânlara yüklenen anlamlara odaklanır. Ancak postmodern coğrafyalar Türkiye’de yeterince gündeme taşınmayan bir teori olagelmiştir. Bu çalışmada, coğrafya öğretmenlerinin postmodern coğrafyanın belli özellikleri hakkındaki algıları ve görüşleri ele alınmıştır. Yirmi bir coğrafya öğretmeni ile gerçekleştirilen yarı-yapılandırılmış mülakatlar sonucu elde edilen veriler, içerik analizi yöntemiyle analiz edilmiştir. Buna göre araştırmaya katılan öğretmenlerin genel anlamda büyük anlatıları sorunsallaştırmadan derslerinde kullandıkları ve kültüre (mekâna) dayalı bilgiyi göz ardı ettikleri görülmüştür. İkinci olarak öğretmenlerin daha çok insan faaliyetlerinin gerçekleştiği ve objektif olarak bilinebilecek fiziki mekâna vurgu yaparken, mekânlara yüklenen anlamlar ve duygular ile mekânların kimlik oluşturmada oynadığı rolleri göz ardı ettikleri gözlemlenmiştir. Son olarak öğretmenlerin postmodern coğrafya kavramına aşina olmadıkları gözlemlenmiştir.

Geography teachers’ perceptions of postmodern geography

Studies in postmodern geography focus on how territories are constructed and the meanings are attached to spaces. However, postmodern geographies have not been on the agenda of Turkish geography education. In this paper, perceptions and opinions of geography teachers about some issues of postmodern geography are examined. Data was collected through semi-structured interviews that were carried out with twenty-one geography teachers. Data is coded and the coded-data brought together under relevant themes. According to the findings, teachers usually use grand narratives in their teaching without making connections with cultures (spaces). Secondly, space is usually understood as a container that could be known objectively and where human activities take place without problematising such issues as the meanings and emotions attached to space and the role space play in building identities. Finally, the teachers were observed as not being familiar with the concept of postmodern geography.

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