Disiplin Kurulu Karar Defterleri I\u015f\u0131\u011f\u0131nda Lise Gen\u00e7li\u011finin De\u011fi\u015fen De\u011fer Tutumlar\u0131, Arife G\u00fcm\u00fc\u015f<\/em>, 1.2.2014 Cumartesi, 18.00<\/strong><\/p>\n

\u0130LEM tez sunumlar\u0131 program\u0131 d\u00e2hilinde \u015eubat ay\u0131n\u0131n ilk konu\u011fu olarak \u0130LKE ara\u015ft\u0131rmac\u0131lar\u0131ndan Arife G\u00fcm\u00fc\u015f\u2019\u00fc a\u011f\u0131rlad\u0131k. \u201cLiselerde Disiplin Cezas\u0131na Konu Olan Davran\u0131\u015flar\u0131n De\u011ferler Perspektifinden \u0130ncelenmesi (\u00dcsk\u00fcdar \u00d6rne\u011fi \/ 1980-2010)\u201d ba\u015fl\u0131kl\u0131 y\u00fcksek lisans tezini sunan G\u00fcm\u00fc\u015f, liselerde disiplin cezalar\u0131na konu olan davran\u0131\u015flar\u0131n zaman, okul t\u00fcr\u00fc, cinsiyet ve s\u0131n\u0131f de\u011fi\u015fkenlerine g\u00f6re ne t\u00fcr de\u011fi\u015fimler ge\u00e7irdi\u011finden ve bu de\u011fi\u015fimlerin de\u011ferler a\u00e7\u0131s\u0131ndan nas\u0131l de\u011ferlendirilmesi gerekti\u011finden bahsetti.<\/p>\n

<\/a>Veri toplama arac\u0131 olarak nitel ve nicel y\u00f6ntemlerinin kullan\u0131ld\u0131\u011f\u0131 tezde, \u0130stanbul\u2019un \u00dcsk\u00fcdar il\u00e7esinde bulunan be\u015f fakl\u0131 lisenin disiplin kurulu karar defteri incelenmi\u015f. \u00c7al\u0131\u015fma kapsam\u0131nda, bahsi ge\u00e7en be\u015f okulun disiplin kurulu karar defterlerinde 1980-2010 y\u0131llar\u0131 aras\u0131nda disiplin cezas\u0131na konu olan davran\u0131\u015flar\u0131n tetkik edildi\u011fi dok\u00fcman incelenmi\u015ftir. Disiplin kurulu karar defterlerine yans\u0131mayan davran\u0131\u015flar\u0131n neler oldu\u011funu tespit etmek i\u00e7in -disiplin kuruluna ba\u015fkanl\u0131k eden- m\u00fcd\u00fcr ba\u015fyard\u0131mc\u0131lar\u0131, disiplin i\u015fleyi\u015finde \u00f6nemli rol \u00fcstlenen rehberlik servisleri ve ders i\u00e7eri\u011fi itibariyle okullar\u0131n disiplin gidi\u015fat\u0131na etkisi oldu\u011fu d\u00fc\u015f\u00fcn\u00fclen DKAB \u00f6\u011fretmenleriyle g\u00f6r\u00fc\u015fmeler ger\u00e7ekle\u015ftirilmi\u015ftir. Sunumda temel olarak disiplin kurulu karar defterleri ve \u00f6\u011fretmen g\u00f6r\u00fc\u015fmelerinden elde edilen bulgular\u0131 de\u011ferler perspektifinden analiz eden G\u00fcm\u00fc\u015f, konuyu temel olarak \u201cdisiplin olaylar\u0131nda okul t\u00fcr\u00fc, s\u0131n\u0131f, cinsiyet ve y\u0131llara g\u00f6re farkl\u0131la\u015fan niteliksel de\u011fi\u015fimler\u201d ve \u201cdisiplin cezas\u0131na konu olan davran\u0131\u015flar ve de\u011fer ili\u015fkisi\u201d ba\u015fl\u0131klar\u0131 alt\u0131nda bizlerle payla\u015ft\u0131. G\u00fcm\u00fc\u015f, s\u00f6z konusu de\u011ferlendirmelerini, kimliksiz hitap bi\u00e7imleri olarak de\u011ferlendirdi\u011fi \u201ckanka, kanki, panpa\u201d gibi kavramsalla\u015ft\u0131rmalarla ve \u201ct\u00fcketti\u011fim kadar de\u011ferliyim!\u201d gibi sloganlar\u0131n analizi ile zenginle\u015ftirdi.<\/p>\n

Disiplin olaylar\u0131n\u0131n okul t\u00fcr\u00fcne g\u00f6re farkl\u0131la\u015fan niteliksel de\u011fi\u015fimler g\u00f6sterdi\u011fini s\u00f6yleyen G\u00fcm\u00fc\u015f, genel lise t\u00fcrleri aras\u0131nda en \u00e7ok disiplin sorununun ya\u015fand\u0131\u011f\u0131 okul t\u00fcr\u00fcn\u00fcn \u201cTicaret Meslek Liseleri\u201d oldu\u011funu tespit etmi\u015ftir. G\u00fcm\u00fc\u015f, bunun sebebinin \u00f6\u011frencilerinin akademik ba\u015far\u0131lar\u0131n\u0131n d\u00fc\u015f\u00fck olmas\u0131 ve bu durumun, \u00f6\u011frencilerin okul ve aileleri ile olan ileti\u015fimlerini olumsuz y\u00f6nde etkilemesi oldu\u011funu ifade etti. Bunun yan\u0131nda, farkl\u0131 t\u00fcrde okullar\u0131n kendi i\u00e7inde disiplin anlay\u0131\u015flar\u0131n\u0131n farkl\u0131 oldu\u011funu ve buna ba\u011fl\u0131 olarak de\u011fer yarg\u0131lar\u0131n\u0131n de\u011fi\u015fiklik g\u00f6sterdi\u011fine dikkat \u00e7ekti. S\u00f6z gelimi di\u011fer okullar i\u00e7in normal g\u00f6r\u00fclen yahut hafif cezalara tekab\u00fcl eden davran\u0131\u015flar, \u201c\u0130mam Hatip Liseleri\u201dnde ciddi cezalara tekab\u00fcl edebiliyor. Y\u0131llara g\u00f6re disiplin cezalar\u0131n\u0131n de\u011fi\u015fimi s\u00f6z konusu oldu\u011funda ise \u00f6zellikle ileti\u015fim teknolojilerinin yayg\u0131la\u015fmas\u0131 ile birlikte geleneksel de\u011fer yarg\u0131lar\u0131nda b\u00fcy\u00fck de\u011fi\u015fimlerin ya\u015fand\u0131\u011f\u0131 g\u00f6zleniyor. Bu anlamda \u00f6\u011fretmenlerin de zaman i\u00e7inde itibar kayb\u0131 ya\u015fad\u0131\u011f\u0131n\u0131 tespit eden G\u00fcm\u00fc\u015f, zamanla okullarda \u00f6\u011fretmene y\u00f6nelik s\u00f6zl\u00fc ve fiziksel \u015fiddete daha \u00e7ok rastland\u0131\u011f\u0131n\u0131 belirtti. De\u011fi\u015fen \u00f6\u011frenci-\u00f6\u011fretmen ili\u015fkisinde \u00f6\u011fretmenin sayg\u0131nl\u0131\u011f\u0131n\u0131 yitirmesinin ard\u0131ndan, \u00f6\u011fretmen-veli ili\u015fkisinde de de\u011fi\u015fimler ya\u015fanm\u0131\u015f. Bu ba\u011flamda G\u00fcm\u00fc\u015f, \u201ceti senin, kemi\u011fi benim!\u201d anlay\u0131\u015f\u0131ndan, \u201cher \u015feyi benim!\u2019\u2019 vurgulu \u00e7ocukerkil aile yap\u0131s\u0131n\u0131n te\u015fekk\u00fcl\u00fcne ge\u00e7ildi\u011fini ifade etti.<\/p>\n

Disiplin cezalar\u0131na konu olan davran\u0131\u015flar\u0131n, cinsiyet oranlar\u0131na g\u00f6re de\u011fi\u015fimi s\u00f6z konusu oldu\u011funda zamanla gen\u00e7ler aras\u0131nda cinsiyet farkl\u0131l\u0131\u011f\u0131n\u0131n azald\u0131\u011f\u0131 g\u00f6r\u00fcl\u00fcyor. G\u00fcm\u00fc\u015f, inceledi\u011fi otuz y\u0131ll\u0131k disiplin kay\u0131tlar\u0131 \u0131\u015f\u0131\u011f\u0131nda zamanla dayak atan, \u00e7ete kuran, toplu kavgalara kar\u0131\u015fan, kabaday\u0131 tav\u0131rlar\u0131na sahip olan k\u0131z \u00f6\u011frencilerle kar\u015f\u0131la\u015ft\u0131\u011f\u0131n\u0131 ifade etti. Zira 80\u2019li ve 90\u2019l\u0131 y\u0131llar\u0131n aksine 2000\u2019li y\u0131llarda disiplin vakalar\u0131nda k\u0131z \u00f6\u011frencilerin say\u0131lar\u0131 erkeklere paralel olacak \u015fekilde art\u0131\u015f g\u00f6sterdi\u011fi de tespitleri aras\u0131nda. \u00d6zellikle gen\u00e7ler aras\u0131nda kullan\u0131lan yayg\u0131n hitap \u015fekillerinden olan \u201ckanka, kanki, panpa\u201d gibi kullan\u0131mlar\u0131n, herhangi bir duygu yahut cinsiyete tekab\u00fcl etmedi\u011fini ifade eden G\u00fcm\u00fc\u015f, b\u00f6ylelikle gen\u00e7lerin, aralar\u0131ndaki ili\u015fkiye cinsiyetler \u00fcst\u00fc bir konum imaj\u0131n\u0131 verdiklerini ifade etti.<\/p>\n

G\u00fcm\u00fc\u015f, disiplin cezalar\u0131na konu olan davran\u0131\u015flar ve de\u011fer ili\u015fkisi ba\u011flam\u0131nda gen\u00e7lerin zamanla toplumun g\u00f6zlem alan\u0131nda de\u011fillerse istediklerini yapabilecekleri kadar \u00f6zg\u00fcr olduklar\u0131 fikrine kap\u0131ld\u0131klar\u0131ndan bahsetti. Gen\u00e7lerin, marka \u00fcr\u00fcnleri kulland\u0131klar\u0131, t\u00fckettikleri kadar de\u011ferli olduklar\u0131 ve kendi de\u011ferlerini kulland\u0131klar\u0131 \u00fcr\u00fcnlerin \u201cmaddi\u201d de\u011feri \u00fczerinden tayin ettiklerini dile getiren G\u00fcm\u00fc\u015f, sorumluluk almay\u0131 kabul etmedikleri fakat haklar\u0131n\u0131 talep ettikleri ve elde edemedikleri konusunda bir m\u00fccadele y\u00f6ntemi olarak kavgay\u0131 kulland\u0131klar\u0131 hususlar\u0131n\u0131 tespit etmi\u015f. Bu tespitlerini, \u201cg\u00f6zlenmiyorsan diledi\u011fini yap!\u201d, \u201cT\u00fcketti\u011fim kadar de\u011ferliyim!\u201d, \u201cSorumlulu\u011fu olmayan haklar\u0131n pe\u015finde!\u201d ve \u201cSahip olmama haks\u0131zl\u0131\u011f\u0131 ile bir m\u00fccadele y\u00f6ntemi olarak kavga\u201d ba\u015fl\u0131klar\u0131nda \u00f6zetleyen G\u00fcm\u00fc\u015f, payla\u015ft\u0131\u011f\u0131 \u00f6\u011frenci hik\u00e2yeleriyle de zaman zaman g\u00fcl\u00fcmseten, zaman zamansa gen\u00e7lerin d\u00fcnyalar\u0131ndaki bu de\u011fi\u015fim \u00fczerine yeniden ve incelikli \u015fekilde d\u00fc\u015f\u00fcnmeye sevk eden ayr\u0131nt\u0131lara yer verdi. Bu noktada G\u00fcm\u00fc\u015f, \u00f6\u011frencilerin ger\u00e7ek d\u00fcnyadan ka\u00e7mak amac\u0131yla sanal ger\u00e7eklik alan\u0131 olu\u015fturduklar\u0131n\u0131 ve g\u00fcnl\u00fck hayatta savunulan de\u011ferlerin formlar\u0131n\u0131 de\u011fi\u015ftirerek yeni kimlikler in\u015fa ettiklerini belirtti. G\u00fcm\u00fc\u015f, burada sanal hayat\u0131n bir getirisi olarak, s\u0131n\u0131rs\u0131z \u00f6zg\u00fcrl\u00fck, emeksiz ba\u015far\u0131, para ve cinsel arzular\u0131n tatmininin temel de\u011ferler olarak \u00f6n plana \u00e7\u0131kt\u0131\u011f\u0131n\u0131 vurgulad\u0131.<\/p>\n

Sonu\u00e7 itibariyle G\u00fcm\u00fc\u015f\u2019\u00fcn, \u00dcsk\u00fcdar il\u00e7esindeki farkl\u0131 t\u00fcrlerde be\u015f okulun disiplin kurulu karar defterlerinin 1980-2010 y\u0131llar\u0131 aras\u0131ndaki tutanaklar\u0131n\u0131 inceledi\u011fi \u00e7al\u0131\u015fmas\u0131, otuz y\u0131ll\u0131k s\u00fcre\u00e7te gerek e\u011fitimciler gerekse \u00f6\u011frenciler zaviyesinden de\u011fer alg\u0131s\u0131n\u0131n nas\u0131l de\u011fi\u015fti\u011fini g\u00f6zler \u00f6n\u00fcne seriyor. G\u00fcm\u00fc\u015f\u2019\u00fcn tezini \u00f6zg\u00fcn ve g\u00fc\u00e7l\u00fc k\u0131lan ise, tezin ara\u015ft\u0131rmas\u0131 kapsam\u0131nda ger\u00e7ekle\u015fen dok\u00fcman incelemesi ve bu y\u00f6ntemi destekleyen derinlemesine g\u00f6r\u00fc\u015fmeler. Tezde disiplin ar\u015fivine yans\u0131yan ceza gerektiren davran\u0131\u015flar\u0131n zaman i\u00e7inde nas\u0131l ve ne y\u00f6nde de\u011fi\u015fti\u011fi ortaya \u00e7\u0131k\u0131yor. \u00d6\u011frenci-\u00f6\u011fretmen, \u00f6\u011frenci-idare ve \u00f6\u011fretmen-veli ili\u015fkisinde a\u00e7\u0131k\u00e7a g\u00f6r\u00fclen bu de\u011fi\u015fim, \u00f6\u011frencilerin kulland\u0131klar\u0131 dil ve davran\u0131\u015flar\u0131nda da kendisini g\u00f6steriyor. G\u00fcm\u00fc\u015f, bu durumun \u00f6\u011frencilerin de\u011fer alg\u0131s\u0131n\u0131n de\u011fi\u015fimi ile ilgili oldu\u011funu tespit etmi\u015f. Bu noktada okullarda uygulanan \u201cde\u011ferler e\u011fitimi\u201dnin \u00f6n plana \u00e7\u0131kar\u0131lmas\u0131 ve toplumun her kesimi taraf\u0131ndan bu e\u011fitimin desteklenmesini de \u00e7\u00f6z\u00fcm \u00f6nerisi olarak sunulmu\u015f. Tezin din e\u011fitimi alan\u0131na \u00f6nemli bir katk\u0131 sunmas\u0131n\u0131n yan\u0131nda, \u00f6zellikle de\u011ferler e\u011fitimi alan\u0131nda \u00e7al\u0131\u015fanlara y\u00f6ntem anlam\u0131nda bir \u00f6rnek sundu\u011fu muhakkak. H\u00e2lihaz\u0131rda Y\u00d6K\u2019\u00fcn tez ar\u015fivinden tamam\u0131na ula\u015f\u0131labilen bu tezin, yak\u0131n gelecekte makale olarak yay\u0131mlanaca\u011f\u0131n\u0131n m\u00fcjdesini de vermek isterim.<\/p>\n","protected":false},"excerpt":{"rendered":"

Disiplin Kurulu Karar Defterleri I\u015f\u0131\u011f\u0131nda Lise Gen\u00e7li\u011finin De\u011fi\u015fen De\u011fer Tutumlar\u0131, Arife G\u00fcm\u00fc\u015f, 1.2.2014 Cumartesi, 18.00 \u0130LEM tez sunumlar\u0131 program\u0131 d\u00e2hilinde \u015eubat ay\u0131n\u0131n ilk konu\u011fu olarak \u0130LKE ara\u015ft\u0131rmac\u0131lar\u0131ndan Arife G\u00fcm\u00fc\u015f\u2019\u00fc a\u011f\u0131rlad\u0131k. \u201cLiselerde Disiplin Cezas\u0131na Konu Olan Davran\u0131\u015flar\u0131n De\u011ferler Perspektifinden \u0130ncelenmesi (\u00dcsk\u00fcdar \u00d6rne\u011fi \/ 1980-2010)\u201d ba\u015fl\u0131kl\u0131 y\u00fcksek lisans tezini sunan G\u00fcm\u00fc\u015f, liselerde disiplin cezalar\u0131na konu olan davran\u0131\u015flar\u0131n […]<\/p>\n","protected":false},"author":2,"featured_media":2635,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"video","meta":[],"categories":[22,31],"tags":[189,227,242,487,748],"yoast_head":"\n