Sürdürülebilir Kalkınma Amaçları
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- MakaleYalnız künye2026Scopus SJRQ2Post-structuralist perspectives on global education: Reconstructing narratives and power dynamics in comparative education
Aksakallı, Ayhan
This article explores the transformative potential of post-structuralist theories in rethinking global education policies and comparative education practices. It critically examines the power dynamics underlying hegemonic narratives in education and highlights the ways in which these narratives marginalize local knowledge systems and reinforce inequalities. Using Foucault’s notions of regimes of truth and Deleuze and Guattari’s rhizomatic learning, the article demonstrates how post-structuralist frameworks challenge normative assumptions and propose alternative models based on equity, inclusion, and diversity. Local adaptations, counter-narratives, and strategies of resistance are analyzed as key mechanisms for negotiating and transforming global education policies in specific cultural and social contexts. The discussion emphasizes the importance of embracing epistemological pluralism and participatory governance to promote more equitable and inclusive educational practices. Concluding with directions for the future, the article underlines the relevance of post-structuralist approaches for advancing critical research and practice in comparative education.
AtıfOpenAlex2
İncele - MakaleYalnız künye2025Scopus SJRQ2Pedagogical spectacle: performativity, platform capitalism, and the aesthetic capture of critique
Aksakallı, Ayhan
This text is not merely a study of pedagogy but an intervention in pedagogy as spectacle. Structured in seven scenes, it examines how education in the digital age becomes a performance of visibility, an algorithmic rhythm, and a commodified production of knowledge. Drawing on critical theory, poststructuralist thought, and radical pedagogy, it refuses conventional academic form through fragmentation, rhythmic rupture, and narrative interruption. The text reveals how the student is shaped into a marketable subject, how critique is aestheticized into consumable content, and how the classroom functions as the stage of algorithmic flows. Each scene—from the commodified image of Freire to the pornographization of knowledge—produces opacity and resistance against smooth circulation. The central claim is radical: authentic pedagogical resistance lies not in teaching, performing, or concluding, but in silence, delay, and withdrawal as deliberate acts of opposition.
AtıfScopus1OpenAlex1İncele - MakaleYalnız künye2025Scopus SJRQ3The Neuronal Determinism of Freedom in Education: Conditioned Cognition, Perceived Subjectivity and the Neuroscientific Paradox
Aksakallı, Ayhan
The paradox of education as both a space of cognitive freedom and a conditioning mechanism raises fundamental questions about intellectual autonomy. By examining the tension between neurological determinism and cognitive agency, this paper asks whether education encourages independent thought or directs individuals towards predefined ideological structures. Drawing on philosophical, psychological and neuroscientific perspectives, it explores how knowledge production, pedagogical frameworks and social conditioning shape cognition. While neuroplasticity suggests cognitive adaptability, institutionalized education often channels intellectual inquiry into rigid epistemological categories. Psychological theories emphasize how reinforcement mechanisms and implicit biases shape learning and reinforce norms rather than foster genuine intellectual emancipation. Consequently, this study argues that education needs to be restructured from being merely a means of ideological reproduction. A transformative model of education should center on critical inquiry, self-reflection and metacognitive adaptability. The hope is that education will cease to be a conditioning tool by encouraging independent thinking and become a space where individuals can critically explore and transform their cognitive worlds.