Teachers' Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault

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dc.contributor.authorAksakallı, Ayhan
dc.contributor.authorSalar, Rıza
dc.date.accessioned2026-02-28T12:42:46Z
dc.date.available2026-02-28T12:42:46Z
dc.date.issued2023
dc.departmentBayburt Üniversitesi
dc.description.abstractIn this study, we aimed to investigate the educational beliefs revealed by teachers in the light of Michel Foucault's power–knowledge theory. We determined the participants of the research according to the purposive sampling method. The participants were 52 teachers in different provinces of Türkiye working in various fields. We conducted semi-structured interviews consisting of seven basic questions in three explanatory categories with the teachers. We analyzed qualitative data through phenomenographic analysis. Three different explanatory categories were obtained from the data: "reproduced education", "reproduced teacher" and "power ideology ". This study shows the educational beliefs revealed in teachers in terms of three parameters (education, teacher, and ideology) chosen in line with the power–knowledge relations of Michel Foucault. The findings are thought to open up new horizons for us in order to see the changes that may occur in educational beliefs as a result of power–knowledge relations, as a result of education and its practitioners, which is the constitutive mechanism of our lives as well as our rights and acceptances, in today's world where everything becomes visible.
dc.description.abstractIn this study, we aimed to investigate the educational beliefs revealed by teachers in the light of Michel Foucault's power–knowledge theory. We determined the participants of the research according to the purposive sampling method. The participants were 52 teachers in different provinces of Türkiye working in various fields. We conducted semi-structured interviews consisting of seven basic questions in three explanatory categories with the teachers. We analyzed qualitative data through phenomenographic analysis. Three different explanatory categories were obtained from the data: "reproduced education", "reproduced teacher" and "power ideology ". This study shows the educational beliefs revealed in teachers in terms of three parameters (education, teacher, and ideology) chosen in line with the power–knowledge relations of Michel Foucault. The findings are thought to open up new horizons for us in order to see the changes that may occur in educational beliefs as a result of power–knowledge relations, as a result of education and its practitioners, which is the constitutive mechanism of our lives as well as our rights and acceptances, in today's world where everything becomes visible.
dc.identifier.doi10.5152/AUJKKEF.2022.1037765
dc.identifier.endpage13
dc.identifier.issn2822-3535
dc.identifier.issue50
dc.identifier.startpage1
dc.identifier.urihttps://doi.org/10.5152/AUJKKEF.2022.1037765
dc.identifier.urihttps://hdl.handle.net/20.500.12403/7692
dc.language.isoen
dc.publisherAtaturk University
dc.relation.ispartofEducational Academic Research
dc.relation.ispartofEducational Academic Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20260218
dc.subjectPhilosophical and Social Foundations of Education
dc.subjectEğitimin Felsefi ve Sosyal Temelleri
dc.titleTeachers' Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault
dc.title.alternativeTeachers' Beliefs on Education Revealed Within the Framework of Power–Knowledge Relations by Michel Foucault
dc.typeArticle

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