Eleştirel Pedagoji Dergisi
The adaptive capacity of global capitalism has manifested itself as long-range cohesive disparities in social, cultural and political domains of society. Through formulating new hegemonic blocs and alliances, it also deployed an increasing influence in education. Being published in Turkey since 2009, the Critical Pedagogy (CP) as a politico-academic journal is committed to building a critical community which appreciates the fact that the current play of neo-liberal and conservative educational policies and practices deserve more thoughtful and rigorous critical responses and, in the meantime, aims to propose alternative formulae to the modus operandi of the ways neo-liberal and neo-conservative discourses operate. In this respect, the CP considers being “critical of,” developing analysis about, and formulating alternatives as a response to the capitalist education system as an “intellectual” responsibility for a better and livable world.
Concerning to contribute to a critically democratic and scientific education, the content of the CP is built upon egalitarian foundations which oppose taking neo-liberal discourse and its claims at face value but rather prefer to stand behind the press towards it. In that sense, the content of the Journal is, by no means, closed to a wide range of traditional hierarchies based on class, race, gender, and ethnicity along with the effective combination of neo-liberal and conservative politics. The CP assumes that educational policies and practices interlocked with the contradictory functions of gender, race, class, ethnicity, and language within their social and historical terrains. So, any critical pedagogical analysis of these intersecting and contradictory dynamics should be primarily concerned with and based on class structures and a critical examination.
The overriding agenda of the CP is to contribute to generating a space for “dialogical communication” which, in the meantime, enhances a “revolutionary” critical pedagogy on the basis of experiences and views of teachers, young academicians/scholars, and students in university faculties of education, and those who are concerned with pedagogical debates as well as conflicts in society.
In addition to all these, understanding and transforming Turkey’s education system through collaborating with critical or radical/revolutionary pedagogy field can be said as one of the basic tenets of our Journal. In doing so, the CP is in search for cultivating avenues for a kind of “public pedagogy” which does encompass a coalition between publicly provided education and public interests; raise questions about and criticize the conventional ordinances of neo-liberalism as the dominant ideological practice in education of Turkey. However, the formation of a new “public pedagogy” cannot be apprehended only with “critique” against the dynamics of capitalist education system and its variants but also it relies on offering a detailed account of alternative models of education for the near future. Our journal commits to this ideal. Based on these arguments, the CP intends to support democratic principles and practices; to engage in those ventures, and to raise its reflective voice for a public pedagogy that defends interests of all oppressed people. As a pedagogical Journal, CP situates itself on a sensitive/responsive politico-pedagogical opinion instead of just limiting to a purely and decisive academic perspective
Amacımız, Türkiye’de eğitim sisteminde alternatifsiz biçimde ilerleyen ve giderek güçlenen neoliberal ve gerici eğitim görüş ve uygulamalarını saptayıp, bunları eleştirerek yerine alternatif görüşler getirmektir. Bu sayede özellikle öğretmenler, eğitim fakültelerinin genç akademisyenleri arasında ve öğrenci dünyasında eleştirel pedagojiden kalkarak demokratik bir pedagojinin öğrenilmesi ve tartışılıp güçlendirilmesi sağlanabilecektir.
Hedefimiz, eleştirel eğitimcilerin Batıda formüle ettiği eleştirel (radikal) pedagojiyi ülkemizin eğitim sistemini anlama ve dönüştürmede kullanmaktır. Bunu yaparken dergimiz öncelikle eğitimde artık egemen bir ideoloji haline gelen noeliberalizmi eleştirip onun yerine “demokratik pedagoji”yi koymanın imkanlarını arayacaktır. Ancak yeni bir demokratik pedagojinin şekillenmesi, sadece eleştirel pedagojinin kapitalist/neoliberal eğitim sistemine yaptığı eleştiriyle gerçekleşemez, fakat geleceğin eğitimine ilişkin alternatif modeller de ortaya koymak zorundayız. Dergimiz Eleştirel Pedagoji bunu gerçekleştirme kararlılığında olacaktır. Bu hedef adına halktan ve ezilenlerden yana demokratik bir pedagoji için dergimize herkesi katkı yapmaya çağırıyoruz.
Ahmet Yıldız - Ayhan UralMurat Kaymak - Nurcan Korkmaz
H.Hüseyin Aksoy - Fevziye Sayılan
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