Production of Race Logic and Resistance in Education: Unveiling Racism in the Turkish Educational System through the Perspectives of Kurdish Teachers and Students
Bibliographic record
Abstract
Production of Race Logic and Resistance in Education: Unveiling Racism in the Turkish Educational System through the Perspectives of Kurdish Teachers and StudentsBy Sevgi Arslan A thesis submitted in conformity with the requirementsfor the degree of Doctor of Philosophy The Department of Social Justice Education Ontario Institute for the Studies in Education University of Toronto © Copyright Sevgi Arslan 2023 This research investigates the complex processes of racism within the educational context of Turkey, focusing specifically on the perspectives of Kurdish educators and students. The present study project is grounded in a discursive anti-colonial paradigm and employs a mixed-method research methodology. The primary objective of this study is to provide a comprehensive understanding of the mechanisms by which race logic is produced and upheld inside educational institutions in Turkey. Additionally, it examines the ways in which both students and teachers negotiate, challenge, or reinforce prevailing racist narratives and behaviors. This study seeks to contribute valuable insights to the current body of information on the interrelationships among racism, education, and resistance by employing a comprehensive analysis of data obtained via photo-elicitation, quantitative surveys, and in-depth discussions. The findings suggest that the Turkish education system plays a significant role in the continuation of racist violence and oppression. The current education system reinforces a framework that is deeply entrenched in racial categorization, leading to the marginalization and subjugation of Kurdish identities and cultural manifestations in schools. This is accomplished through various levels: epistemic (consisting of knowledge systems and cultural norms), structural (including institutionalized ideology), and direct (relating to specific actions carried out by educators). The study's findings offer useful insights that can inform the development of targeted interventions and policies to promote inclusivity, social justice, and equity within Turkey's educational system.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.014 | 0.016 |
| Scholarly communication | 0.009 | 0.005 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".