INTERNATIONAL JOURNAL OF EDUCATIONAL POLICIES

Eğitim Antropolojisinin Aşması Gereken Bir Sorun Olarak Antroposen

Christoph Wulf — 2025-09-22

This article has three aims. First, it outlines what is meant by the approach of a continental anthropology and anthropology of education and to what extent this approach is suitable for dealing with the complex problems of education in the Anthropocene. Secondly, it examines the negative effects of human action and behavior in the modern age, which are referred to by the term “Anthropocene”. Thirdly, it looks at ways of shaping the Anthropocene in a positive way, with the help of education for sustainability and global citizenship education. It reveals the importance of researching these two areas within the framework of an anthropology of education. Young people are encouraged to take a critical and constructive approach to the major anthropogenic problems on the planet.

Özet

Bu makalenin üç amacı vardır. Makale ilk olarak Avrupa merkezli kıta antropolojisi ve eğitim antropolojisi yaklaşımlarının ne anlama geldiğini ve Antroposen’de eğitimin karmaşık sorunlarıyla başa çıkmada bu yaklaşımların ne ölçüde uygun olduğunu ortaya koymaktadır. İkinci olarak bu makale modern çağda insan eylem ve davranışlarının, “Antroposen” terimiyle ifade edilen/ ilişkilendirilen olumsuz etkilerini incelemektedir. Üçüncü olarak ise sürdürülebilirlik ve küresel vatandaşlık eğitimlerinin katkılarıyla Antroposen’in olumlu bir şekilde nasıl şekillendirilebileceğine odaklanmaktadır. Makale bu iki alanın, sürdürülebilirlik ve küresel vatandaşlık eğitimi alanlarının, eğitim antropolojisi çerçevesinde araştırılmalarının önemini ortaya koymaktadır. Makalede gençlerin, gezegendeki asıl/ büyük antroposentrik sorunları eleştirel ve yapıcı bir yaklaşımla ele almaları teşvik edilmektedir.

Sosyal Adalet Bilincinin Geliştirilmesinde Eleştirel Matematik Eğitimi: Erken Çocukluk ve İlkokul Dönemine Yönelik Kavramsal Bir Çerçeve

Yeliz Doğan — 2025-09-22

This study is a conceptual review that aims to examine the theoretical and practical dimensions of critical mathematics education, grounded in critical pedagogy, with a focus on fostering social justice awareness from an early age. Within the framework of critical pedagogy, the paper explores how mathematics education can support students in questioning social structures, recognizing inequalities, and taking action toward transformation. In this context, perspectives from the relevant literature on introducing critical mathematics education in early childhood and primary school settings are discussed. The findings indicate that early engagement with critical mathematics not only enhances students’ mathematical thinking skills but also cultivates values such as empathy, social awareness, responsibility, and justice. In conclusion, this review underscores the significance of structuring critical mathematics education from a social justice perspective in terms of teacher education, curriculum design, and classroom practices, and offers both theoretical and practical suggestions for transformative pedagogies.

Özet

Bu çalışma, erken yaşlarda sosyal adalet bilincinin geliştirilmesine yönelik olarak, eleştirel pedagojiyi temel alan eleştirel matematik eğitiminin kuramsal ve uygulamalı boyutlarını incelemeyi amaçlayan kavramsal bir derlemedir. Çalışmada, eleştirel pedagoji anlayışı doğrultusunda, öğrencilerin toplumsal yapıları sorgulama, eşitsizlikleri fark etme ve dönüşüm için harekete geçme kapasitelerinin matematik eğitimi aracılığıyla nasıl desteklenebileceği ele alınmaktadır. Bu bağlamda, ilgili literatür doğrultusunda eleştirel matematik eğitiminin erken çocukluk ve ilkokul döneminde de ele alınması hakkında ortaya konan görüşler incelenmiştir. Yapılan değerlendirmeler, erken yaşta eleştirel matematik uygulamalarının, öğrencilerin sadece matematiksel düşünme becerilerini değil aynı zamanda empati, toplumsal farkındalık, sorumluluk ve adalet gibi değerlerini de geliştirdiğini ortaya koymaktadır. Sonuç olarak bu derleme, öğretmen eğitimi, müfredat tasarımı ve sınıf içi pratikler açısından eleştirel matematik eğitiminin sosyal adalet perspektifiyle yapılandırılmasının önemine dikkat çekmekte; eğitimciler için dönüştürücü pedagojilere yönelik kuramsal ve pratik öneriler sunmaktadır.

“A People’s University”: Communist Workers’ Schools, 1923-1956

Robert Michael Zecker — 2025-09-22

U.S. Communists charged public-school culture was “a potent instrument in the hands of the bourgeoisie to enslave the toiling masses.” In response, leftists created Workers’ Schools, counter-beacons to “clarify their minds, …elevate them to the dignity of builders of a new society.” Beginning in 1923, Communist Workers Schools offered courses “to equip the workers with the knowledge and understanding of Marxism-Leninism” so that worker-students could engage in “militant struggle.” In the 1940s schools adjusted to the Popular Front, but New York’s Jefferson School and Chicago’s Lincoln School continued offering courses in Marxism even as they offered a progressive American narrative, delivering some of the first courses in African American history and the history of anti-colonial struggles, championing a humanistic form of adult education for “workers of hand and brain.” Schools also provided access to literature, arts, and other humanities courses in a progressive milieu. With the Cold War’s onset, McCarthyism darkened the schoolhouse door, and by 1954 the government dismantled Workers’ Schools. But they endure as a liberating, pedagogical genealogy. Now, when monetization threatens the liberal arts, and campus protest met with the blunt cudgel of police terror, we must look to an earlier era’s “people’s university” for instruction.

How Students Take the Benefits of Teacher Feedback in Writing?

Fidiyah Retno Wulandari — 2025-09-22

Writing is important yet difficult to be learned, thus teacher feedback is needed in the learning process in order to help students improve their writing skills. Teachers often give feedback in the students’ writing. Thus the researcher questions whether college students take the benefits of it. The purpose of this study is to acknowledge how the students’ take the benefits of teacher feedback in their writing. The researcher used the descriptive qualitative which was supported by semi-structure interview to collect the data. The convenience sampling was used to select the participants. There were six students from batch 2011 who participated in this study. The 8th semester students have had a lot writing experience during their study so that they were compatible to serve as participants. There are two main findings in this study. Firstly, the participants take the benefits of teacher feedback by implementing different routines. Secondly, the participants feel happy yet frustrated because of teacher feedback on their writing. In conclusion, college students take the benefits of teacher feedback by implementing it on their writing.

From the Editor: Tracing the Plural, Conflicting, and Changing Nature of Education Policies through Critical Analyses

Hasan Hüseyin Aksoy — 2025-09-22

We are delighted to present a new issue to our valued readers. Throughout our nearly twenty-year publishing journey, we have had the opportunity to share critical discussions on educational policies with many people. We extend our sincere gratitude to all the authors who contributed to this process, to the referees who deepened the process with their meticulous evaluations, to our editorial board members, and to our valued readers who have made these studies meaningful.