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Küreselleşmeye rağmen milliyetçilik günümüzde etkisini halen sürdürerek, ulus kimliği inşasında etkili olan bir ideolojidir. Söz konusu ulus inşası iktidarların hegemonyalarını yeniden üretme noktasında etkili bir aygıt olarak kullandıkları ve denetim altında tuttukları eğitim sistemi üzerinden izlenebilir. Eğitim politikaları, siyasal iktidarın gücünü yeniden üretme ve bu doğrultuda ulus kimliği inşasında etkili bir araç olduğundan, bir ülkede demokrasinin durumu eğitim politikalarına bakarak anlaşılabilir. Zira eğitim politikaları iktidarların elinde, onların demokrasi ile kurduğu ilişki ile uyumlu olarak şekillenir. Özellikle de ders kitaplarında yer alan anlatı, dönemin siyasal söyleminin adeta bir kopyasıdır. Tarihsel eğilime bakarsak, 19. Yüzyılda ve 20. yüzyılın başında “çoğunluğun yönetimi” olarak tanımlanan demokrasinin, 21. yüzyıldaki tanımını kısaca “alt kimliklere saygı” şeklinde ifade etmek mümkündür. Yani 20.yüzyıl klasik demokrasisinin çoğunlukçu demokrasi modeline, 21. yüzyıl çağdaş demokrasisinin ise çoğulcu modele dayandığı söylenebilir. 21.yüzyılda çoğulculuğu esas alan çağdaş demokrasi anlayışının 20.yüzyılın çoğunlukçu klasik demokrasi anlayışından üstün olduğu açık olsa da, 21. yüzyılda dünyada paradoksal biçimde yeni bir otoriterliğin yükseldiği görülür. Söz konusu otoriterlik, çoğunlukçu demokrasi modelinin yozlaşması sonucunda ortaya çıkan, çoğunluğun oyunu alarak iktidara gelmeyi tüm topluma hakim olmak sayan bir yönetim anlayışıdır. Bu anlayış, muhalefeti hoş karşılamayan, dahası bunu “milli irade” karşıtlığı sayarak “biz” sınırlarını daraltan ve “öteki” sınırlarını genişleten bir otoriter-popülist eğilime işaret eder. Söz konusu yeni otoriterlik, 20. Yüzyıl milliyetçi eğitim anlayışının yeniden yükselmesi anlamında eğitim politikaları üzerinden izlenebilir.
Despite the globalization, nationalism is an ideology that continues to influence today, which is influential in the construction of national identity. The nation building can be monitored through the educational system that the powers use as an effective instrument in the re-production of their hegemony and keep it under control. Since educational policies are an effective tool in re-producing the power of political power and in this regard building national identity, the state of democracy in a country can be understood by looking at educational policies. The educational policies are formed in the hands of the powers, in accordance with the relationship they establish with democracy. Especially the story in the lesson books is a copy of the political story of the time. Looking at the historical trend, 19. in the 20th and 20th centuries. The definition of democracy, which was defined as the "management of the majority" at the beginning of the century, in the 21st century can be briefly expressed as "respect of sub-identities". So it can be said that the classic democracy of the 20th century was based on the majority democracy model, and the modern democracy of the 21st century was based on the multi-model. Although it is clear that the conception of modern democracy based on multiplicity in the 21st century is superior to the conception of the 20th century’s majority classical democracy, it is apparent that in the 21st century a paradoxically new authority rises in the world. That authority is a governance concept that arises as a result of the corruption of the majority-democratic model, which considers to dominate the whole society by taking the game of the majority to come to power. This understanding indicates an authoritarian-populist tendency that is not pleasant to the opposition, and that it is more than an opposition to the “national will” by reducing “we” boundaries and expanding “the other” boundaries. The new authority, 20. The century nationalist education can be followed through educational policies in the sense of the resurrection of the understanding of education.
In spite of globalization, nationalism is an ideology that is still influential in the construction of national identity. This nation-building can be traced through the education system that is used and controlled by governments as a powerful device for the reproduction of their hegemonia. Since education is an effective tool in the reproduction of political power and in the construction of national identity in this direction, the state of democracy in a country can be understood by looking at education policies. Because education policies are shaped in the hands of the governments in accordance with their relationship with democracy. Especially the narrative in the textbooks is a copy of the political discourse of the period. If we look at the historical trend, it is possible to express the definition of democracy in the 19th century and early 20th century as the rule of the majority, in the 21th century as the form of respect for sub-identities. In other words, it can be said that 20th century classical democracy is based on the majority model of democracy and 21st century contemporary democracy is based on the pluralist model. Although it is clear that the contemporary understanding of democracy, which is based on pluralism in the 21st century, is superior to that of the majority classical democracy in the 20th century, it is seen that a new authoritarianism has risen paradoxically in the world in the 21st century. This new authoritarianism’s conception of governance has emerges emerged as a result of the degeneration of the majority model of democracy. This understanding points to an authoritarian-populist tendency that does not welcome the opposition, and narrows the “us” borders while enlarging the “other” in national identity. This new authoritarianism can be traced through educational policies in the sense of the rise of the 20th century nationalist education.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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