Counter-Learning Under Oppression
Open Access
- Author:
- Kucukaydin, Ilhan
- Graduate Program:
- Adult Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- December 05, 2007
- Committee Members:
- Daniele D Flannery, Committee Chair/Co-Chair
Patricia Angelica Cranton, Committee Member
Holly L Angelique, Committee Member
Kenneth Brian Cunningham, Committee Member - Keywords:
- Turkey
Kurds
Frankfurt School
critical constructivism
counter-learning
learning
oppression
Marcuse
Women - Abstract:
- <p>This qualitative study utilized narrative analysis to explore and better understand the counter-learning of an oppressed Kurdish woman, Zelo, from Turkey. The study looked specifically at the process of developing counter-learning under multilayered oppression from her childhood through the present. The theoretical frameworks of critical constructivism and Marcusian critical theory provided the lens which guided the study. Whereas critical constructivism was utilized to analyze adults’ counter-learning under extreme oppressive situations, Marcusian critical theory was used to analyze the socio-political context in a greater scale and its impact on the oppressed. </p> <p>A series of semi-structured, in-depth interviews were conducted. The focus of the data gathering was Zelo’s past and present experiences under various layers of oppression to explore the phenomenon and gain more insights. </p> <p>The major findings are related to two key inseparable phenomena: the nature of oppression and the dynamics of counter-learning. This study revealed that oppression is not only multi-layered, it is also multi-dimensional. In addition, oppression creates its own vital cultural components that play a crucial role in both feeding back the system of oppression and maintaining it, and also creating subjective and material conditions to resist the given ways of knowing, learning, sensing, feeling, and being. Some of the components are culture of creating a caretaker, culture of silence, culture of objectification, culture of double bind, and culture of learned-hopelessness. This study provided many insights into counter-learning. Zelo’s narrative revealed that through her daily struggle and circumstances, she learned to conceptualize, problematize, and politicize daily oppressive occurrences. She usually did this without deliberate articulation of it. Engaging with counter-learning, Zelo also learned to make meaning out of seemingly innocent and apolitical experiences. For example, motherhood, in her hands, became subversive rather than submissive; collective rather than individual; and it has become empowering rather than empowered by third parties. Zelo also saw and felt the power of words and concepts. She began distinguishing words and giving them socio-political meaning. In addition, engaging counter-learning not only restored her self image that was derogated and damaged by the oppression but also increased her self-esteem, self-confidence, and self-respect. Furthermore, she experienced transformation, which manifested itself morally, spiritually, and politically. Finally, the data indicated counter-learning was emotional, symbolic and imaginative. Based on these findings, implications for adult education theory and practice are discussed. Included are suggestions for future research on counter-learning under oppression.</p>