Control over education has been a keenly contested area since the Justice and Development Party (AKP) came to power in Turkey. Central to this contest has been the question of whose values would be passed down to future generations, with the inculcation of gender segregation in primary schools a key marker in ongoing cultural battles over Turkey's secularist founding principles and the growing dominance of Islamist political movements.This book offers an indepth analysis of gender inequality in action in the Turkish schooling system by examining changes in education provision and culture in the years since 2012. Based on two school ethnographies conducted in an AKPdominated district of Istanbul where the author worked as a teacher and researcher, it examines neoliberal education policies and their cooption by the AKP and other Islamist movements to promote their own agendas, while also considering the effects of the struggle between rival Islamist groups. Grounding its theoretical approach with empirical evidence of ideology in action, it provides an important analysis of the way in which boys and girls are socialized in Turkey's public schooling system.
Control over education has been a keenly contested area since the Justice and Development Party (AKP) came to power in Turkey. Central to this contest has been the question of whose values would be passed down to future generations, with the inculcation of gender segregation in primary schools a key marker in ongoing cultural battles over Turkey's secularist founding principles and the growing dominance of Islamist political movements.This book offers an indepth analysis of gender inequality in action in the Turkish schooling system by examining changes in education provision and culture in the years since 2012. Based on two school ethnographies conducted in an AKPdominated district of Istanbul where the author worked as a teacher and researcher, it examines neoliberal education policies and their cooption by the AKP and other Islamist movements to promote their own agendas, while also considering the effects of the struggle between rival Islamist groups. Grounding its theoretical approach with empirical evidence of ideology in action, it provides an important analysis of the way in which boys and girls are socialized in Turkey's public schooling system.
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