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    Language teacher candidates ' representation of Türkiye ' s East and West: A critical discourse analysis of online discussions in a telecollaboration
    (Elsevier, 2024) Keles, Ufuk; Yazan, Bedrettin; Uzum, Baburhan; Akayog, Sedat
    This study explores data collected from a telecollaboration project between two universities in T & uuml;rkiye and the US. We draw upon the notion that how language teacher candidates from T & uuml;rkiye (LTCTs) situate themselves contextually pertain to their professional learning and practices and future language teacher identity. Focusing on their telecollaboration discourse, we specifically examine these LTCTs' construction of T & uuml;rkiye's multiculturalism through an oversimplistic and stereotypical East-West binary. We analyzed the data using Fairclough's three-dimensional CDA model. We found that when discussing multiculturalism, the LTCTs socio-politically constructed framing of T & uuml;rkiye's East and West has been influenced by meso level institutional policies and macro level nation-state ideologies. Next, our findings showed that the LTCTs avoided controversial sociopolitical issues when talking specifically about the East refraining from any connotations of separatist discourses. We suggest teachers educators foster critical analysis within teacher education programs to help understand and prepare teacher candidates for their future practice.
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    Teacher candidates' dichotomous construction of educational and gender inequalities in Türkiye during a telecollaboration project
    (Pergamon-Elsevier Science Ltd, 2024) Keles, Ufuk; Yazan, Bedrettin; Uzum, Baburhan; Akayoglu, Sedat
    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.