Teacher candidates' dichotomous construction of educational and gender inequalities in Türkiye during a telecollaboration project

Abstract

Utilizing critical discourse analysis, this study explored how teacher candidates from T & uuml,rkiye (TCTs) (re)produced the East/West binary extant in hegemonic socio-economic and sociopolitical discourses while discussing educational and gender inequalities during telecollaboration with their peers from the US. The TCTs had dichotomous views about T & uuml,rkiye's education system (eastern schools, understaffed and lacking resources, western schools, established and affluent). Gender wise, the TCTs had similar opinions (eastern women in domestic roles with little education/western women as educated and working). These reductionist representations aligned with hegemonic discourses. Teacher education programs should address such stereotypes to improve TCs' social justice awareness.