Date

2022-9-27

Author

BAKIRCI, BURAKCAN

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

182
views

170
downloads

Cite This

The purpose of this qualitative study was to explore experiences of the students working on the farm in and the role of school in their lives from the perspectives of students, parents, and teachers. A middle school was chosen in a district of Şanlıurfa. Critical ethnography was used to conduct the study as it gives voice to the participants to describe their situation and to bring consciousness to them. For the data collection, semi-structured interviews, observation, and field journals were used. The participants consisted of 12 7th grade students, 6 parents and 5 teachers. The data were analysed through content analysis by utilizing MAXQDA. The results of the study indicated that students working on the farm are disadvantaged since they combine work and school resulting from living in families with low socioeconomic status and high fertility. Being disadvantaged leads these students to live in poor conditions, consequently increasing inequalities in society. The study has revealed that schools reproduce these inequalities instead of eliminating them. On the other hand, the role of the school was revealed to be only a pragmatic institution that provides certificates for the students. In conclusion, the results of the study aver that student working on the farm had fewer chances to be successful at school and the inequalities which make them disadvantaged are reproduced through schooling. Furthermore, the study set forth the need for acts related to elimination of child labour in education and society.

Subject Keywords

Child labour, School experience, Role of school, Critical ethnography

URI

https://hdl.handle.net/11511/99439

Collections

Graduate School of Social Sciences, Thesis