Critical Pedagogy and Ülkü Tamer’s Konuşma (Dialogue)

Abstract

Ülkü Tamer holds a distinguished position in Turkish literature as part of the Second New poetry movement, particularly for his ability to convey a universal voice through the motif of the “child.” This study seeks to analyze Tamer’s poem Speech/Dialogue within the framework of critical pedagogy. Critical pedagogy offers an analytical lens that interrogates the nature, purpose, and methods of education, presenting a critique of how normative and status quo-oriented educational paradigms suppress individual autonomy. Shaped by the intellectual legacy of the Frankfurt School, this approach examines the interplay between education systems and power dynamics, shedding light on the profound impact these relationships have on students. Tamer’s Speech encapsulates the core critiques of critical pedagogy, vividly portraying the traumas inflicted by status quo-driven and indoctrinative educational models through its striking imagery and symbolism. The poem, which begins with the evocative term “Negro” and unfolds along the tension between natural life and urban existence, exposes the individual’s coerced alienation within a system that enforces uniformity, leading to the loss of potential and a descent into a tragic fate. By employing textual analysis and discussion, this study aims to explore these reflections and assess the contributions of critical pedagogy to a deeper understanding of education through a literary lens.

Keywords

• Turkish Language and Literature (Other)

Files

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References

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Cite this publication

@article{ozturk2024critical,
  author = {{\"O}zt{\"u}rk, Fatih},
  title = {{Critical Pedagogy and {\"U}lk{\"u} Tamer's Konu{\c{s}}ma (Dialogue)}},
  journal = {Hacettepe University Journal of the Faculty of Letters},
  volume = {42},
  number = {2},
  pages = {533--546},
  publisher = {Hacettepe {\"U}niversitesi},
  year = {2024},
  issn = {1301-5737},
  doi = {10.32600/huefd.1628352},
  url = {https://hacettepe.hbtech.com.tr/en/publication/elestirel-pedagoji-ve-ulku-tamerin-konusma-siiri},
  language = {tr},
  keywords = {Turkish Language and Literature (Other)},
  abstract = {{\"U}lk{\"u} Tamer holds a distinguished position in Turkish literature as part of the Second New poetry movement, particularly for his ability to convey a universal voice through the motif of the ``child.'' This study seeks to analyze Tamer's poem Speech/Dialogue within the framework of critical pedagogy. Critical pedagogy offers an analytical lens that interrogates the nature, purpose, and methods of education, presenting a critique of how normative and status quo-oriented educational paradigms suppress individual autonomy. Shaped by the intellectual legacy of the Frankfurt School, this approach examines the interplay between education systems and power dynamics, shedding light on the profound impact these relationships have on students. Tamer's Speech encapsulates the core critiques of critical pedagogy, vividly portraying the traumas inflicted by status quo-driven and indoctrinative educational models through its striking imagery and symbolism. The poem, which begins with the evocative term ``Negro'' and unfolds along the tension between natural life and urban existence, exposes the individual's coerced alienation within a system that enforces uniformity, leading to the loss of potential and a descent into a tragic fate. By employing textual analysis and discussion, this study aims to explore these reflections and assess the contributions of critical pedagogy to a deeper understanding of education through a literary lens.},
  affiliation = {{\.I}N{\"O}N{\"U} {\"U}N{\.I}VERS{\.I}TES{\.I}}
}

TY  - JOUR
AU  - Öztürk, Fatih
TI  - Critical Pedagogy and Ülkü Tamer’s Konuşma (Dialogue)
T2  - Hacettepe University Journal of the Faculty of Letters
VL  - 42
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PY  - 2024
SP  - 533
EP  - 546
PB  - Hacettepe Üniversitesi
SN  - 1301-5737
DO  - 10.32600/huefd.1628352
UR  - https://hacettepe.hbtech.com.tr/en/publication/elestirel-pedagoji-ve-ulku-tamerin-konusma-siiri
AB  - Ülkü Tamer holds a distinguished position in Turkish literature as part of the Second New poetry movement, particularly for his ability to convey a universal voice through the motif of the “child.” This study seeks to analyze Tamer’s poem Speech/Dialogue within the framework of critical pedagogy. Critical pedagogy offers an analytical lens that interrogates the nature, purpose, and methods of education, presenting a critique of how normative and status quo-oriented educational paradigms suppress individual autonomy. Shaped by the intellectual legacy of the Frankfurt School, this approach examines the interplay between education systems and power dynamics, shedding light on the profound impact these relationships have on students. Tamer’s Speech encapsulates the core critiques of critical pedagogy, vividly portraying the traumas inflicted by status quo-driven and indoctrinative educational models through its striking imagery and symbolism. The poem, which begins with the evocative term “Negro” and unfolds along the tension between natural life and urban existence, exposes the individual’s coerced alienation within a system that enforces uniformity, leading to the loss of potential and a descent into a tragic fate. By employing textual analysis and discussion, this study aims to explore these reflections and assess the contributions of critical pedagogy to a deeper understanding of education through a literary lens.
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