توندوتیژیی ڕەمزی و بەرهەمهێنانەوەی نایەکسانیی کۆمەڵایەتی لە قوتابخانە تورکییەکانی باشووری کوردستان


Turkish School, The Southern Kurdistan, The Gülen Movement, Symbolic violence, Social Inequality
Fateh Saeidi
Department of Sociology, Faculty of Arts, Soran University

 Abstract:

In 1994, the Fezalar Educational Institute started its education activities by opening the Ishik College in Erbil, and by 2018 thirty Gülen-inspired schools (from Kindergarten to High school) and the Ishik University had been established in the KRG. These schools are managed by the Turkish- Islamic scholar, Fathullah Gülen’s ideas about education. Due to the high tuition fees of Turkish schools, only Kurdish high class families can afford to send their children to these schoolsThis research wants to apply the Bourdieu’s symbolic violence theory and argues that how such an educational system reproduces the social inequalities.

پوختە

قوتابخانە تورکییەکان لەژێر چاودێریی دەزگای فەزالەر بۆ پەروەردە لە ساڵی ١٩٩٤ تاکو ئیستا لە باشووری کوردستان چالاکیی پەروەردەیییان هەیە. ئەم قوتابخانانە وەک بەشێک لە بزووتنەوەی خزمەت بەپێی بیرۆکەکانی بیرمەندی ئیسلامیی تورک، فەتحوڵڵا گولەن، بەڕێوەدەچن. لە ئیستادا (٢٠١٨)، دەزگای فەزالەر سەرپەرشتیاری سی قوتابخانە، لە باخچەی ساوایانەوە تاکو ئامادەیی، لە باشووری کورستان بەڕێوە دەبات. کرێی زۆری خوێندن دەبێتە هۆی ئەوەی تەنیا چینی سەرەوەی کۆمەڵگا بتوانن منداڵەکانی خۆیان بۆ ئەم قوتابخانانە ڕەوانە بکەن. ئەم توێژینەوەیە دەیەوێ لە ڕێگەی بەکارهێنانی تیۆری توندوتیژیی ڕەمزیی بۆردیۆ باس لەوە بکا کە چۆن سیستەمی پەروەردەی ئەم قوتابخانانە نایەکسانیی کۆمەڵایەتی بەرهەمدەهێننەوە.

وشە کلیلییەکان: قوتابخانەی تورکی، باشووری کوردستان، بزووتنەوەی گولەن، توندوتیژیی ڕەمزی، نایەکسانیی کۆمەڵایەتی

 چکیدە:

از سال ١٩٩٤، انستیتوی فزالر فعالیتهای خود را با بازگشایی کالج ایشک در اربیل شروع کرد و در سال ٢٠١٨ سی مدرسە کە از تفکرات گولن الهام گرفتەاند (از مهدکودک تا دبیرستان) و همچنین دانشگاه ایشک را در اقلیم کردستان تاسیس شدە است. این مدارس از طریق اندیشەهای عالم ترک اسلامی، فتح‌اللە گولن در مورد تعلیم و تربیت ادارە می‌شوند. بدلیل شهریەهای بسیار زیاد تنها طبقەی بالای کرد توانایی آن را دارند کە فرزندان خود را بە این مدارس بفرستند. این پژوهش بر آن است کە از طریق بکارگیری نظریەی خشونت نمادین بوردیو استدلال کند کە سیستم آموزشی این مدارس چگونە می‌تواند نابرابریهای اجتماعی را بازتولید کند.

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