EĞİTİM POLİTİKALARININ SOSYAL ADALET AÇISINDAN SONUÇLARI KONUSUNDA YÖNETİCİ VE ÖĞRETMEN GÖRÜŞLERİ

This research aims at analyzing the social injustice caused by the education policies applied in Turkey, and the suggestions on preventing these social injustices based upon the views of administrators and teachers. Qualitative research approach was employed in the research. 15 primary school administrators and 30 teachers working at primary schools in Ankara from various socio-economic levels constituted the work group in the study. The data in the research were obtained via semi-structured interview method, and analyzed through descriptive analysis in view of the dimensions of social justice  (distributive justice, recognitional justice, participation). The results of the research are as follows: The insufficiency in resource allocation leads to injustice in educational outcomes and it deepens the injustice especially to the detriment of poor students at schools with low SEL. According to the interviewees, the way to prevent this is that the state should take responsibility in allocating resources.  As for the dimension of recognitional justice, the school administrators and teachers consider that the curriculum in Turkey involves discriminations and it will be righteous only when the curriculum is integrated into global values. Regarding the democracy dimension, they think the participation is accomplished only in the form of financial means and participation in education can be ensured only through the participation of parents as supervising subjects.