IDEOLOGICAL STRUCTURE OF VILLAGE INSTITUTES

Abstract

The Village Institutes have been the most discussed topic in the field of educationof Republican history and even in all fields. Although it has been 77 years since theirestablishment and over 63 years since they were closed, they never lost their up-to-dateness.Many articles and researches were made on the institutes. The researches and articleshave been written with a focus on the general functioning of the Village Institutes, reasons fortheir closure, their effects on the country, echoes, answers to the criticisms, before and after.Many important people from inside and outside the institute including the National EducationMinister of the period Hasan Ali Yücel and the General Director of Primary EducationIsmail Tonguç wrote books about these subjects. An important part of the researches andarticles were criticisms and answers given to the criticisms. The criticisms were made fromvery different points, from different aspects. Sometimes realistic and sometimes unrealisticcriticisms have been made in many areas, ranging from the large number of students beingemployed to the peasant-urban class distinction, from the low salary of teachers to thegreatness of the principals’ authority, coeducation to the absence of religion lesson. There wasanother dimension in the criticisms against the Institutes; an ideological dimension whichwas advocated to exist by those opposing to the Institutes and which was generally denied bythe Institutions. The ideological dimension was criticized by some peoplebecause they sawsomething, by some because of conflicts of interest and by others because of different reasons.This study will focus on the ideological dimension, which was the focal point ofthe criticisms against the Village Institutes and which was the main cause of their closure.This research was designed as a research in the descriptive survey method. However, metaanalysishas also been applied because it has been synthesized beforehand by examiningthe studies made for a certain purpose and subject.The ideological structure of the villageinstitutes will be tried to be handled by acting from the administrators who have the role inthe establishment of the Village Institutes and those who teach in these schools and those whoare students in these schools.In addition to the sources mentioned in the survey, interviewswere held with the semi-structured interview form prepared with 7 teachers who attendedİvriz Village Institute. The data were analyzed by descriptive analysis method.

Özet

Köy Enstitüleri, Cumhuriyet tarihinin tüm alanlarında en çok tartışılan eğitim