Completed Dissertations

Thesis Title Student name Program Thesis Supervisor(s) Year
Transformation through Social Action: Experiences of Participants in New Social Movements

The purpose of this study is to examine the experiences of the participants during new social movements and the effects of their participation on their later lives in terms of transformative learning. A qualitative approach was adopted for this study to understand how their experiences shape their perspectives. Research data for this study was collected through a semi-structured interview guide which was developed and implemented by the researcher. 24 individuals are selected purposefully, and through snowball sampling technique from among people who actively participated in new social movements. In Vivo Coding was employed to analyze the findings of this study in addition to descriptive coding, simultaneous coding, and lastly pattern coding. The findings indicated that participating in new social movements brought about transformation in the consciousness levels of the participants, in their emotions and feelings, and in their behaviors and habits. The findings revealed that several participants needed to reformulate their old-established assumptions through critical reflection. The study indicated that many participants underwent a perspective transformation. Moreover, this study demonstrated that emotional-spiritual dimensions play a great role in learning experiences of the participants. Following the analysis of the data through the theoretical perspectives of Mezirow and Freire, we can claim that social movements might provoke transformative learning experiences, which may end in a process in which the individuals transform their ideas, beliefs, emotions, and actions. Keywords: adult education, transformative learning, perspectlve transformation, social action, new social movements
Zehra BAHADIR KURUŞ Educatiıonal Sciences Özlem ÜNLÜHİSARCIKLI 2021
Family Education Policies in Turkey: A Critical Discourse Analysis of a Family Life Education Program

The purpose of this qualitative study was to examine the construction of the family within the Family Education Program (FEP) of the Ministry of Family and Social Policies. This study utilized critical discourse analysis. Seven textbooks from the field of family education and communication were chosen as the data of the study. FEP posits a claim to “strengthen and protect” the family and improve its wellbeing through education. However, a critical inquiry of the program demonstrates a disconnect between this stated intention and the program’s materials. This study reveals that the authors utilized a number of textual instruments to normalize the nuclear family as a privileged institution in society. In the texts a heteronormative discourse with an emphasis on reproductivity is reinforced. It is also apparent that no attention is paid to diverse families from different social, economic, and cultural backgrounds. The study also reveals that women were presented as the primary care providers in the family. These findings led me to conclude that the way in which the family is constructed in the program is not compatible with the FEP’s intention to “build healthy, happy, and prosperous families.” In this regard, I argue that the lack of progressive or critical approaches to the conceptualization of family inhibits a wider understanding of families and therefore limits understandings of needs and educational practices available. I conclude that by understanding multiplicity, complexity, and diversity of families it becomes possible to envision new opportunities for support and education. Key Words: Family Education Program, Construction of Family, Critical Discourse Analyses
Ayça GÜNAYDIN KAYMAKÇIOĞLU Educational Science Fatma Gök, Havva Ayşe Caner 2020