Asuman Fulya SOĞUKSU, Ayşe Gülsüm AKÇATEPE, Mustafa SEVER

Öğretmen Eğitimcilerinin Düşünsel Kurulumlarının Yapıbozumu İçin Cinsiyet Yüklü Düşünümsellik Nasıl Kullanılabilir?

Bu araştırma, cinsiyet yüklü düşünümselliğin, öğretmen eğitimcilerinin toplumsal cinsiyete ilişkin düşünsel kurulumlarını yapısöküme uğratmaları için kavramsal bir araç olarak nasıl işlev gördüğünü araştırmaktadır. Öğretmen eğitimcilerinin alandaki toplumsal cinsiyete ilişkin deneyimlerini analiz etmek için fenomenolojik yaklaşımdan, Bourdieu'nün düşünümsel sosyolojisinden ve alan kuramından yararlandık. Bunun için öğretmen eğitimcileriyle, onları alandaki egemen toplumsal cinsiyet ilişkileri bağlamında pratikleri ve deneyimleri üzerine özdüşünümsel bir sürece katılmaya davet eden odak grup görüşmeleri gerçekleştirdik. Odak grup görüşmeleri aracılığıyla, öğretmen eğitimcilerinin toplumsal cinsiyete ilişkin deneyimlerini tartışmaya açarak bu deneyimleri nasıl anlamlandırdıklarını ve bu deneyimleri oluşturan pratiklerin alandaki ilişkiler tarafından nasıl sürdürüldüğünü anlamaya çalıştık. Bu görüşmelerde, pratiklere ve deneyimlere ilişkin farklılaşan anlayışların ortaya çıktığı anlar, failleri kendi pratikleri üzerine tekrar düşünmeye yönlendirecek bir potansiyeli görmemizi sağladı. Faillerin toplumsal cinsiyete ilişkin kendi pratik ve söylemlerinin farkında olmaları ve bu pratik ve söylemlere neyin aracılık ettiğine dair sürekli ve bilinçli bir sorgulama olarak görülebilecek cinsiyet yüklü düşünümsellik, öğretmen eğitimcilerinin düşünsel kurulumlarını yapısöküme uğratmak ve dönüştürmek için kavramsal bir araç olarak hizmet edebilir.

Anahtar Kelimeler:

Alan kuramı, cinsiyet yüklü düşünümsellik, fenomenoloji, öğretmen eğitimi, öğretmen eğitimcileri

How Can Gendered Reflexivity Be Used to Deconstruct Teacher Educators’ Intellectual Configurations?

This research investigates how gendered reflexivity functions as a conceptual tool for teacher educators to deconstruct their intellectual configurations regarding gender. We draw on the phenomenological approach, and Bourdieu’s reflexive sociology, and field theory to analyse teacher educators’ gendered experiences in the field. To conduct this analysis, we had focus group discussions with teacher educators inviting them to engage in a self-reflexive process on their practices and experiences within the context of dominant gender relations in the field. Through focus group discussions, we tried to understand how teacher educators make sense of their experiences of gender issues and how the practices that constitute these experiences are sustained by the relations in the field. The moments when differentiated understandings of practices and experiences emerged in these discussions let us see a potential that could lead the agents to rethink their practices. Gendered reflexivity, which can be regarded as agents’ awareness of their practices and discourses concerning gender and as a continuous and conscious questioning of what mediates these practices and discourses, can serve as a conceptual tool to deconstruct and transform teacher educators’ existing gendered intellectual configurations.

Keywords:

Field theory, gendered reflexivity, phenomenology, teacher education, teacher educators.,

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