Analysis of the Phenomenon of Inequality in the Imagination of Primary and Secondary School Students through Pictures

Mehmet Erten; Taner Atmaca

Makale detayları

Analysis of the Phenomenon of Inequality in the Imagination of Primary and Secondary School Students through Pictures

Yazarlar:

Mehmet Erten | Taner Atmaca

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 2, pp.579-601

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339153

pISSN:

1694-7215

Anahtar kelimeler:

Özet:

 This study aims to understand how primary and secondary school students perceive social inequalities and how they express these perceptions through their drawings. The study employs the phenomenological model, a qualitative research methodology. Data were collected from a total of 386 primary and 723 secondary school students in Düzce during the 2024-2025 academic year and analysed using thematic analysis. As part of the study, students were asked to create drawings reflecting their experiences of social inequalities, which were subsequently examined through content analysis. The findings reveal that children represent social class differences, educational inequalities, social exclusion, and ethnic discrimination through strong metaphors and symbols. The results indicate that economic disparities are frequently depicted through tangible objects such as houses, clothing styles, and access to technological resources. Discrimination based on disability and physical appearance reflects the influence of societal norms on individuals, while gender-based inequalities are prominently observed in childrens drawings. Additionally, social exclusion and ethnic discrimination were found to impact childrens social relationships, as illustrated in their drawings. Educational inequality also emerged as a significant theme in childrens perceptions, with some students highlighting disparities in access to academic and professional opportunities. Overall, the study demonstrates that childrens perceptions of inequality begin to form at an early age and that they express these perceptions through visual symbols.

 This study aims to understand how primary and secondary school students perceive social inequalities and how they express these perceptions through their drawings. The study employs the phenomenological model, a qualitative research methodology. Data were collected from a total of 386 primary and 723 secondary school students in Düzce during the 2024-2025 academic year and analysed using thematic analysis. As part of the study, students were asked to create drawings reflecting their experiences of social inequalities, which were subsequently examined through content analysis. The findings reveal that children represent social class differences, educational inequalities, social exclusion, and ethnic discrimination through strong metaphors and symbols. The results indicate that economic disparities are frequently depicted through tangible objects such as houses, clothing styles, and access to technological resources. Discrimination based on disability and physical appearance reflects the influence of societal norms on individuals, while gender-based inequalities are prominently observed in childrens drawings. Additionally, social exclusion and ethnic discrimination were found to impact childrens social relationships, as illustrated in their drawings. Educational inequality also emerged as a significant theme in childrens perceptions, with some students highlighting disparities in access to academic and professional opportunities. Overall, the study demonstrates that childrens perceptions of inequality begin to form at an early age and that they express these perceptions through visual symbols.

 This study aims to understand how primary and secondary school students perceive social inequalities and how they express these perceptions through their drawings. The study employs the phenomenological model, a qualitative research methodology. Data were collected from a total of 386 primary and 723 secondary school students in Düzce during the 2024-2025 academic year and analysed using thematic analysis. As part of the study, students were asked to create drawings reflecting their experiences of social inequalities, which were subsequently examined through content analysis. The findings reveal that children represent social class differences, educational inequalities, social exclusion, and ethnic discrimination through strong metaphors and symbols. The results indicate that economic disparities are frequently depicted through tangible objects such as houses, clothing styles, and access to technological resources. Discrimination based on disability and physical appearance reflects the influence of societal norms on individuals, while gender-based inequalities are prominently observed in childrens drawings. Additionally, social exclusion and ethnic discrimination were found to impact childrens social relationships, as illustrated in their drawings. Educational inequality also emerged as a significant theme in childrens perceptions, with some students highlighting disparities in access to academic and professional opportunities. Overall, the study demonstrates that childrens perceptions of inequality begin to form at an early age and that they express these perceptions through visual symbols.

 Bu araştırma, ilkokul ve ortaokul öğrencilerinin toplumsal eşitsizlikleri nasıl algıladıklarını ve bu algılarını resimleri aracılığıyla nasıl ifade ettiklerini anlamayı amaçlamaktadır. Araştırmada nitel metodoloji içinde yer alan fenomenoloji modeli kullanılmıştır. Araştırmanın verileri Düzcede 2024-2025 eğitim öğretim yılında toplam 386 ilkokul ve 723 ortaokul öğrencisinden toplanmıştır ve tematik analiz ile çözümlenmiştir. Araştırma kapsamında, öğrencilerden toplumsal eşitsizlik deneyimlerini yansıtan resimler çizmeleri istenmiş ve bu resimler içerik analizi yöntemiyle incelenmiştir. Bulgularda çocukların toplumsal sınıf farklılıklarını, eğitimde fırsat eşitsizliğini, sosyal dışlanmayı ve etnik köken gibi faktörlere dayalı ayrımcılığı güçlü metaforlar ve semboller aracılığıyla temsil ettikleri görülmüştür. Bulgular, çocukların ekonomik eşitsizlikleri genellikle evler, giyim tarzları ve teknolojik imkânlar gibi somut nesneler üzerinden ifade ettiklerini göstermektedir. Engellilik ve dış görünüş temelli ayrımcılıklar, toplumsal normların bireyler üzerindeki etkisini yansıtırken, cinsiyetler arası eşitsizlik çocukların resimlerinde belirgin bir şekilde gözlemlenmiştir. Ayrıca, sosyal dışlanma ve etnik temelli ayrımcılığın çocukların sosyal ilişkileri üzerindeki etkileri çizimlere yansımıştır. Eğitimde fırsat eşitsizliği de çocukların algılarında önemli bir yer tutmuş ve bazı çocuklar akademik ve mesleki fırsatlara erişimde yaşanan eşitsizlikleri ele almıştır. Araştırma, çocukların eşitsizlik algılarının erken yaşlardan itibaren şekillendiğini ve bu algıların görsel sembollerle ifade edildiğini ortaya koymaktadır.

Makale detayları

Analysis of the Phenomenon of Inequality in the Imagination of Primary and Secondary School Students through Pictures

Yazarlar:

Mehmet Erten | Taner Atmaca

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 2, pp.579-601

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339153

pISSN:

1694-7215

Disadvantageousness

Inequality

Drawing AnalysisDezavantajlılık

Eşitsizlik

Resim Analizi

Sayı

Makale detayları

Analysis of the Phenomenon of Inequality in the Imagination of Primary and Secondary School Students through Pictures

Yazarlar: Mehmet Erten | Taner Atmaca

Yayıncı: Kyrgyz-Turkish Manas University

Ana Başlıklar: Eğitim Yönetimi

Dergi: MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 2, pp.579-601

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001339153

pISSN: 1694-7215

Disadvantageousness

Inequality

Drawing AnalysisDezavantajlılık

Eşitsizlik

Resim Analizi

Sayı

Yazarlar:

Mehmet Erten | Taner Atmaca

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 2, pp.579-601

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339153

pISSN:

1694-7215