Selahattin Turan

Schools for Capitalism, Corporativism, and Corruption: Examples from Turkey and the USA

Our contribution to the dialogue on leadership and social (in)justice lays out how it has come to pass that bureaucratization, managerialism, and capitalism, and our organizational, institutional, and associative forms—or how we organize and govern ourselves or permit ourselves to be governed—have moved past neoliberalism to include what we term corporativism. Corporativism might be thought of as a stronger form of corporatism: whereas corporativism gets at how corporations operate and how they have come to dominate market economies and other financial arrangements, corporativism is ontological, the theory of a corporativist ontology—of corporate values and principles working their way into the human psyche at the ontological, lived level, in commonsensical, and taken-for-granted ways.

Evidence-Based Policy and Practice in Turkish Education System

The Turkish education system is highly centralized. All educational policies, such as curriculum development and appointment of teachers and administrators, have been formulated by its central structure since the establishment of the Republic of Turkey in 1923. Many reform policies and change initiatives can be seen in a Turkish context and different parties have imposed various policies with underlying ideological and political purposes in different periods. Therefore, it is possible to identify conflicting implementations and policies. As the aim of National Education is to promote the welfare and happiness of citizens and Turkish society, to support and accelerate economic, cultural and social development as well as national unity and cohesion, large-scale educational reforms and policies for public good supported by the EU have been launched. However, these reforms, which are not based on evidence, are also ineffectively put into practice. Thus, it can be concluded that there is a culture of disconnectedness in research, policy and practice in the Turkish education system. From this point of view, the aim of this study is twofold: (1) to provide evidence about what is necessary for public good in a Turkish context, and (2) to offer evidence-based recommendations for practice and policy makers.

Eğitim Yönetimi Alanında Bilgi Üretim Süreci: Eğitim Yönetimi Kongrelerinin Rolü ve Serüveni Üzerine Bir Değerlendirme

This study aims to assess the presentations/papers presented at the Annual Congress of the Turkish National Educational Administration and the knowledge produced based on these presentations/papers in terms of various variables and to make interferences on the obtained findings. The study was a case study conducted through qualitative research methods and techniques. Content analysis technique was used on the basis of qualitative data collection and analysis principles during the analysis of the data conducted through the document review. Findings of the current study revealed that abstract texts mostly took place in proceedings and that half of the studies were not completed. Authors of papers were mainly men and papers were generally written by two authors. The subjects taking place at congresses were related to organizational subjects, management processes, educational reform-policies and leadership, respectively. Studies which took place in proceedings were mostly conducted with quantitative research methods or techniques. Survey/scales were used as the basic data collection method. The subjects of the studies were generally teachers.