In this study, it has been intended to examine reading cultures of pre-service teachers depending on multiple variables. The study group of this research consists of 377 pre-service teachers who are studying in fourth grade at Turkish Education, Psychological Counseling and Guidance, Primary School Mathematics Education, Computer and Instructional Technologies, Fine Arts-Music Education, English Education, and Special Education departments during the fall semester of 2017-2018 education year. "Reading Culture Scale", which was formerly developed by the researchers, was carried out in order to designate the reading culture of pre-service teachers. With reference to the produced statistical analyses, the total average point on reading culture of pre-service teachers, who had attended the study, was found as medium. When variables affecting reading cultures of pre-service teachers were examined, a significant difference was observed in the variable of gender, and female pre-service teachers were identified to have higher average points in RCS comparing to male pre-service teachers. There are significant differences in RCS total points of pre-service teachers as regards to the variables of membership to the library, owning a bookcase, having a habit of reading. It has been designated that pre-service teachers with membership to the library, owning a bookcase and having a habit of reading had more RCS total average points than others. Through outcomes of this study, status evaluation, concerning reading cultures of pre-service teachers, had been conducted; and several suggestions were made upon adopting a reading culture to an individual with the aim of future studies.the level and quality of relationships of an individual, a social group or society through an act of reading. To put it another way, it is a field of lifestyle that belongs to the aforementioned individual, social group and society reflecting on the field of reading. Briefly, it is an individual and social way of life-related to the reading act (Yılmaz, 2009, p. 134).Reading culture is an acculturation process which is evolving in many fields socially and individually; and as all acculturation processes, it requires a lifelong skill acquisition. In compliance with Kachala (2007), efforts that are put by aiming to improve on this culture, need to be initiated at early childhood until adulthood. Thus reading love and habit can be acquired starting from individual to society. As having individuals with reading cultures is a sign for societies to show development, it is also important for education systems to raise individuals with reading culture acquisition. As a consequence, societies with more improvement, knowledge, and awareness may have a more exclusive place on the surface of the earth.

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The Gezi protests in Turkey in 2013 were a mass reaction to a government urban regeneration project in Istanbul's Taksim Square and Gezi Park. The mobilization, which started with occupying the park and square, rapidly expanded into a mass movement beyond İstanbul. Through analyzing the subjectification that emerged in the protests, this paperargues that the Gezi resistance represents a discursive articulation among diverse agencies and identities as Laclau and Mouffe suggest intheir radical democracy theory.The article aims to describe the movement's discursive elements, and reveal how the divergent elements linked in anarticulated whole and established new political frontiers, in order to understand how a diverse set of agencies and identities were able to act as an articulated whole. Was it a movement defending rights to the city, defending a life style or struggling against the government's neoliberal policies? I argue that partial struggles and diverse antagonisms in articulatory practices constituted a subject including all these contexts.

The purpose of this study is to determine the perceptions of teacher candidates of Turkish and Social Sciences Education on the concept of "book" through metaphors. The study group consists of 330 students who study in the first and last classes in the second semester of 2016-2017 academic year. The data were obtained through the forms in which the personal information was included and the completed form was given "book for me ... because ...". The 330 data obtained were analyzed by content analysis technique via Nvivo 11 PLUS program and 9 metaphors determined to be weak structure were extracted. The remaining 321 metaphors were compiled to form a metaphor list, grouped by themes and 13 conceptual categories were created. According to the metaphors in these 13 conceptual categories; journey (111), source of information and entertainment (65), friend (44), treasure (22), awareness (22), nature (17), object (11), requirement (11), life (7), insignificant (4), feeling (3), purpose (2) and miracle (2). Bu çalışmanın amacı Türkçe ve Sosyal Bilimler Eğitimi bölümündeki öğretmen adaylarının "kitap" kavramı üzerine algılarını metaforlar yoluyla belirlemektir. Çalışma grubunu, 2016-2017 eğitim-öğretim yılı ikinci yarıyılında ilk ve son sınıflarında okuyan 330 öğrenci oluşturmaktadır. Veriler, kişisel bilgilerin yer aldığı ve öğrencilerin "benim için kitap… çünkü…"şeklinde verilen ifadeyi tamamladıkları formlar aracılığıyla elde edilmiştir. Elde edilen 330 verinin Nvivo 11 PLUS programı ile içerik analizi yapılmıştır ve zayıf yapıda olduğu düşünülen 9 metafor çıkarılmıştır. Ayıklama sonucunda kalan 321 metafor ile bir metafor listesi oluşturulmuş, temalar aracılığı ile gruplandırılmış 13 kavramsal kategori oluşturulmuştur. Oluşturulan bu 13 kavramsal kategoride yer alan metaforlar; yolculuk (111), bilgi ve eğlence kaynağı (65), dost (44), hazine (22), farkındalık oluşturma (22), doğa (17), nesne (11), gereksinim (11), hayat (7), önemsiz (4), duygu (3), amaç (2), mucize (2) şeklindedir.

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