Avdelning 3-POP

In wide-ranging attacks on academic freedom in Turkey in recent years, thousands of academics have lost their university positions. At the end of 2016 oppositional academics, many of whom were dismissed from their positions for having signed a peace petition, established a Street Academy as an alternative way to reach out to both students and the public in Ankara. In this study we analyse the experiences of these street academy lecturers from the perspective of Social Representation Theory. Our main aims were to explore teaching experience perceptions and representations and, in addition, also the opportunities and challenges generated by this alternative academy. Data consisted of semi-structured interviews with five female and five male street academy lecturers. The results of a qualitative thematic analysis revealed that the way participants explained their experiences could be organised into three major themes and several subordinate themes. One of the most salient results was that participating in the street Academy had become a way to defend academic freedom. More generally suggested results demonstrated that teaching in this new setting, outside of the universities and away from customised learning environments, was quite a novel experience. The possible implications of street academy lecturers' experiences are discussed.

Thousands of refugees have immigrated to Turkey because of the current Civil War in neighboring Syria. This is causing tensions between refugees and locals. These increasingly negative attitudes towards the incoming victims of conflict are of particular interest. The present study, therefore, aimed at determining the premises of the emergence of such negative attitudes. The research sample consisted of university students who all studied at various faculties at Cumhuriyet University in the Turkish province of Sivas. Data were collected by the Attitude Scale Towards Refugees, the Patriotism Attitude Scale, the Interpersonal Reactivity Index, and the Cirhinlioğlu Religiosity Scale. Data were analyzed by Independent Sample t-tests as well as using Stepwise Regression Analyses. Results showed that the feeling of empathy correlated negatively with negative attitudes towards refugees, while blind patriotism, religiosity, and having nationalist/conservative orientations, correlated positively. Men were found to be more negative than women. The feeling of empathy was the most prominent factor in predicting the nature of attitudes towards refugees. Religious doctrine and distancing oneself from conservative and patriotic perspectives appeared to be effective in potentially preventing the development of negative attitudes. In conclusion, research results are discussed in the light of relevant literature.

In Sweden, the local schoolboard has the ultimate responsibility for school quality and student knowledge development, and is held responsible if the expected outcomes are not met. Assisting the board is the superintendent who is the Chief Executive Officer. The aim of the study is to investigate the board's relation to and expectations of the superintendent, and this article is a result of a national investigation in which all schoolboard chairs were surveyed. Two main questions were addressed: 1) what expectations does the local schoolboard have of the superintendent, both in general and in relation to student achievements and 2) which tasks are the superintendents expected to prioritise in carrying out their work? Data have been collected through a web-based survey using both structured and open-ended questions. The results show that the schoolboards' strongest expectations placed on superintendents are to execute the leadership mission followed by managing the organisation within allocated budget frames. Responsibilities for academic outcomes have a lower ranking. Superintendents have many opportunities to influence the schoolboards' decisions and thereby affect which goals they should prioritise in the local school organisation. The superintendent is an invisible ruler who in the chain of governance occupies the best position to influence both the schoolboard's acting policy and the schools' acting practice. By being aware of the existing asymmetric distribution of power, the schoolboard has the opportunity to exercise control over its official whose legal responsibility is to assist its members in their decision makings.

Attacks on academic freedom in Turkey have become increasingly systematic in recent years and thousands of academics have been dismissed. This study reflects on the effects of this worsening repression through interviews with academics in the social sciences, both those dismissed and those still active in their profession. Although the dismissed academics are socially in a very precarious position, they are continuing their scholarly activities in alternative, underground forms. This resistance stands in contrast to the accommodation and self-censorship that seem, according to the interviewees, to prevail in university departments.

Bu arastirmada universite ogrencilerinde Suriyeli multecilere yonelik olumsuz tutumun dindarlik, yurtseverlik, hosgoru ve ayrimcilik degiskenleri ile iliskisinin incelenmesi amaclanmaktadir. Bu amacla Sivas Cumhuriyet Universitesinde farkli bolumlerde okuyan ogrencilerden, 18-32 yas arasindaki 400 lisans ogrencisi (187 erkek, 213 kadin) seckisiz olarak arastirmaya dahil edilmistir. Arastirmada Suriyeli Multecilere Yonelik Tutum Olcegi, Dini Yonelim Olcegi, Yurtseverlik Tutum Olcegi, Hosgoru Egilim Olcegi ve Algilanan Ayrimcilik Olcegi kullanilmistir. Arastirmada ele alinan degiskenlerin (Suriyeli multecilere yonelik tutum, dini yonelim, yurtseverlik, ayrimcilik ve hosgoru) cinsiyete gore farklilasip farklilasmadigini belirlemek icin tek yonlu MANOVA uygulanmistir. Sonucta erkeklerin dissal kisisel dini yonelimlerinin kadinlardan yuksek oldugu; buna karsi kadinlarin yapici yurtseverligi erkeklerden yuksek oldugu bulunmustur. Ogrencilerin Suriyeli multecilere yonelik tutumunu yordayan...

We examine how Swedish directors of education describe the conditions under which they lead research-based education. The empirical data was collected via questionnaires that were distributed via e-mail to all Swedish directors of education in charge of primary and secondary schools. Our results are based on a ‘frame factor’ theoretical perspective. Directors of education judge themselves as being well-prepared for the task of ensuring that research-based education is provided to the students. They envision their role as one where they read research reports, but they do not disseminate this scientific knowledge throughout schools. The directors assess teachers as having the least responsibility for ensuring that research-based education in primary- and secondary schools is provided to the students. From a cultural frame perspective, the results of the study reveal that school director considerably overestimate their ability to manage a scientific based education.