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Reconsidering girls’ education in Turkey from a capabilities and feminist perspective

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  • Cin, Firdevs Melis
  • Walker, Melanie

Abstract

This paper re-considers girls’ education in Turkey from both a capabilities and a feminist perspective. First, it critically looks at the policies, legislation, and NGO and government led campaigns aiming to increase girls’ enrolment, and points out the lack of feminist perspectives and concerns in these initiatives. Then, drawing from 20 in-depth interviews with girls and 5 interviews with teachers in the most socio-economically deprived region of Turkey, the paper explores girls’ schooling and educational opportunities in Eastern Turkey from a combined capabilities and feminist perspective, in order to generate a richer information basis than numbers alone for policy and evaluation. The findings tease out capabilities which are missing in the focus of policies and campaigns, and invite a re-design of educational policies and initiatives from a capabilities-focused praxis that is context and gender sensitive.

Suggested Citation

  • Cin, Firdevs Melis & Walker, Melanie, 2016. "Reconsidering girls’ education in Turkey from a capabilities and feminist perspective," International Journal of Educational Development, Elsevier, vol. 49(C), pages 134-143.
    • Handle: RePEc:eee:injoed:v:49:y:2016:i:c:p:134-143
    DOI: 10.1016/j.ijedudev.2016.02.007
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    References listed on IDEAS

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    1. Ismet Sahin & Yener Gülmez, 2000. "Social Sources of Failure in Education: The Case in East and Southeast Turkey," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 49(1), pages 83-113, January.
    2. Joan DeJaeghere, 2012. "Public Debate and Dialogue from a Capabilities Approach: Can it Foster Gender Justice in Education?," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 13(3), pages 353-371, August.
    3. Tansel, Aysit, 2002. "Determinants of school attainment of boys and girls in Turkey: individual, household and community factors," Economics of Education Review, Elsevier, vol. 21(5), pages 455-470, October.
    4. Elaine Unterhalter, 2014. "Measuring Education for the Millennium Development Goals: Reflections on Targets, Indicators, and a Post-2015 Framework," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 15(2-3), pages 176-187, July.
    5. Ingrid Robeyns, 2005. "Selecting Capabilities for Quality of Life Measurement," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 74(1), pages 191-215, October.
    6. İsmet Şahin & Yener Gümez, 2000. "Efficiency of Education: The Case in Eastern and South-Eastern Turkey," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 49(2), pages 213-236, February.
    7. Ingrid Robeyns, 2003. "Sen'S Capability Approach And Gender Inequality: Selecting Relevant Capabilities," Feminist Economics, Taylor & Francis Journals, vol. 9(2-3), pages 61-92.
    8. Cin, Firdevs Melis & Walker, Melanie, 2013. "Context and history: Using a capabilities-based social justice perspective to explore three generations of western Turkish female teachers’ lives," International Journal of Educational Development, Elsevier, vol. 33(4), pages 394-404.
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    Cited by:

    1. Oyvat, Cem & Tekgüç, Hasan, 2019. "Ethnic fractionalization, conflict and educational development in Turkey," International Journal of Educational Development, Elsevier, vol. 67(C), pages 41-52.
    2. Aragonés-González, María & Rosser-Limiñana, Ana & Gil-González, Diana, 2020. "Coeducation and gender equality in education systems: A scoping review," Children and Youth Services Review, Elsevier, vol. 111(C).

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