SPATIAL ENTRAPMENT, SOCIAL MOBILITY AND EDUCATION: THE CASE OF ANKARA-DEMETEVLER A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY HASAN BELYA HATİPOĞLU IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE DEPARTMENT OF URBAN POLICY PLANNING AND LOCAL GOVERNMENTS SEPTEMBER 2013 Approval of the Graduate School of Social Sciences Prof. Dr. Meliha Altınışık Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Doctor of Philosophy. Assist.Prof.Dr. M.Kemal Bayırbağ Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Doctor of Philosophy. Assoc. Prof. Dr. H.Tarık Şengül Supervisor Examining Committee Members: Prof. Dr. Melih Ersoy (METU, CRP) _____________________ Assoc. Prof. Dr. H.Tarık Şengül (METU, UPL) _____________________ Prof. Dr. Nejla Kurul (AU, EDU) _____________________ Assoc.Prof. Dr. C.Nil Uzun (METU, CRP) _____________________ Assist.Prof.Dr. M.Kemal Bayırbağ (METU, ADM) _____________________ I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name: Hasan Belya HATİPOĞLU Signature : iii ABSTRACT SPATIAL ENTRAPMENT, SOCIAL MOBILITY AND EDUCATION: THE CASE OF ANKARA-DEMETEVLER Hatipoğlu, Hasan Belya Ph.D., Department of Urban Policy Planning and Local Governments Supervisor: Assoc.Prof.Dr. H. Tarık Şengül September, 2013, 295 pages Today, increasing social and economic fragmentation of the society together with important transformations in spatial structures redefine the dynamics of social mobility and education as one of the key means of defining the position of people in social hierarchy. The main objective of this thesis is to evaluate the relationship between sociospatial mobility and education by concentrating on the case study conducted in Demetevler which is one of the low-income neigbourhoods of Ankara having various dynamics of change in terms of economic and social transformations. Throughout the study, the neighbourhood in question has been analysed with reference to the patterns of intergenerational and intragenerational mobility from the standpoint of social class, socioeconomic status and symbolic capital by focusing upon the educational opportunities. A special emphasis is placed on education as one of the mechanisms of transmission of economic privilege from one generation to the next generation. The study evaluates the degree of success of the students as not only iv a mechanism but also an indicator of the future position of the young generation of low income groups in the social hierarchy. The thesis argues that state policies in such areas, at least in the field of education, strengthen and reproduce rather than weaken the social and educational inequalities and spatial entrapment of people. The findings of the thesis show that in the lack of any effective and radical intervention by the state such low-income neigbourhoods will continue to be the areas of concentration of poverty and educational failures. It is inevitable that such failures will be more striking in the future compared to current circumstances. Key Words: Social Mobility, Poverty, Education, Family, Spatial Entrapment v ÖZ MEKANSAL SIKIŞMA, TOPLUMSAL HAREKETLİLİK VE EĞİTİM: ANKARA- DEMETEVLER ÖRNEĞİ Hatipoğlu, Hasan Belya Doktora, Kentsel Politika Planlaması ve Yerel Yönetimler Anabilim Dalı Tez Yöneticisi: Doç.Dr. H. Tarık Şengül Eylül, 2013, 295 sayfa Bugün toplumun ekonomik ve toplumsal olarak parçalanmasına eşlik eden mekansal yapıdaki önemli dönüşümler insanların toplumsal hiyerarşideki konumunu tanımlayan anahtar araçlardan biri olan eğitim ve toplumsal hareketliliğin dinamiklerini de yeniden tanımlamaktadır. Bu tezin ana amacı, Ankara’nın düşük gelir gruplarının yaşadığı semtlerinden biri olan, ekonomik ve toplumsal dönüşüm bağlamında da çeşitli değişim dinamiklerine sahip Demetevler’de yürütülen alan çalışmasına yoğunlaşarak sosyo-mekansal hareketlilik ve eğitim arasındaki ilişkileri değerlendirmektir. Çalışmada, eğitim olanaklarına toplumsal sınıf, sosyo-ekonomik statü ve sahip olunan sembolik sermaye bağlamında odaklanılarak, semt nesiller arası ve nesil içi hareketlilik ile ilişkilendirilerek analiz edilmektedir. Eğitime olan özel vurgu ekonomik ayrıcalıkların bir nesilden diğerine geçişini sağlayan bir mekanizma olmasından kaynaklanmaktadır. Çalışma, öğrencilerin başarı derecelerini, sadece düşük gelir gruplarının genç nesillerinin toplumsal hiyerarşideki gelecek konumlarını vi etkileyecek bir mekanizma olarak değil, aynı zamanda bu durumun göstergesi olarak değerlendirmektedir. Tez, bu yoksulluk mekanlarında eğitim alanında günümüzde izlenen devlet politikalarının toplum ve eğitimdeki eşitsizlikleri azaltmadığını, bu alanlarda yaşayan insanların mekansal kapana sıkışma durumu azaltmak bir yana, güçlendirerek yeniden ürettiğini öne sürmektedir. Tezin bulguları, devletin etkili ve radikal bir müdahalesinin yokluğunda bu tür düşük gelir grubu semtlerinde yoksulluğun yoğunlaştığını ve eğitim başarısızlıkları ile anılan mekanlar olmaya devam edeceğini göstermektedir. Bu koşullar altında söz konusu başarısızlığın önümüzdeki dönemde daha da çarpıcı hale gelmesi kaçınılmazdır. Anahtar Kelimeler: Toplumsal Hareketlilik, Yoksulluk, Eğitim, Aile, Mekansal Sıkışma vii To Rousseau who said “No citizen should be rich enough to be able to buy another, and none so poor as to be constrained to sell himself “ viii ACKNOWLEDGMENTS I wish to express my deepest gratitude to my supervisor Assoc. Prof. Dr. H.Tarık Şengül for his guidance, advice, criticism, encouragements and insight throughout the research. I would also like to thank Prof. Dr. Melih Ersoy, Prof. Dr. Nejla Kurul, Assoc. Prof. Dr. C. Nil Uzun and Assist. Prof. Dr. M. Kemal Bayırbağ for their suggestions and comments. The technical assistance of Mr. A.Cenap Yoloğlu, Mr. Ali Delioğlu and Mr. Atacan Alyıldız are gratefully acknowledged. I express my sincere thanks to my wife, Ebru Hatipoğlu for her support and encouragement in the preparation of the thesis. Thank you for your existence and patience. Finally I would like to thank my parents who have supported me throughout my education and occupational life. Without them, I would never be where I am now. Thanks for your support. ix TABLE OF CONTENTS PLAGIARISM ................................................................................................. iii ABSTRACT .................................................................................................... iv ÖZ ................................................................................................................... vi DEDICATION ............................................................................................... viii ACKNOWLEDGMENTS ................................................................................ ix TABLE OF CONTENTS .................................................................................. x LIST OF TABLES ......................................................................................... xiii LIST OF FIGURES ....................................................................................... xvi CHAPTER 1. INTRODUCTION ........................................................................................ 1 1.1. Problematic of the Thesis ...................................................................... 7 1.2. Aim of the Thesis .................................................................................. 7 1.3. Hyphothesis of the Thesis ..................................................................... 8 1.4. Method of the Thesis ............................................................................. 9 1.5. Content of the Thesis ........................................................................... 11 2. THEORETICAL FRAMEWORK AND BASIC CONCEPTS .....................12 2.1. The Concept of Social Mobility…………………………… ................12 2.2. Factors Concerning Social Mobility ....................................................13 2.2.1. Relation between Geographical Mobility and Social Mobility …………………………… ....................................................14 2.3. Studies on Social Mobility ...................................................................17 2.4. Problems in Mobility Studies ...............................................................24 2.5. Social Mobility and Education…………………… .............................25 2.6. Theories of Education…………………… ..........................................32 2.6.1. Functionalist Theories ...............................................................32 2.6.2. Conflict (Critical) Theories........................................................36 x 2.6.2.1. Weberian Conflict Theories ..........................................37 2.6.2.1.1. Collins ..........................................................37 2.6.2.1.2. Illich..............................................................38 2.6.2.2. Marxist Conflict Theories ............................................38 2.6.2.2.1. Reproduction Theories .................................44 2.6.2.2.1.1. Economic Reproductive Model ..............44 2.6.2.2.1.1.1. Althusser .........................................44