Abstract:Neoliberal politikaların ekonomik ve sosyal alanlarda yarattığı dönüşümle birlikte oluşan toplumsal eşitsizlikler, sosyal adalet ve eşitlik tartışmalarını körüklemiştir. Dünyanın çoğunda, bir çocuğun aldığı eğitimin miktarı ve kalitesi büyük ölçüde ebeveynlerinin gelir düzeyi tarafından belirlenmektedir. Bu nedenle devlet okullarının amacı bütün çocuklara ebeveynlerinin gelir düzeyinden etkilenmeden nitelikli ve istedikleri kadar eğitimi parasız, ayrımcılığa uğramadan, planlı ve bilimsel bir şekilde sunmaktır.… Show more
“…The article by Tosun (1972) [1952][1953] in England and the University of Minnesota (1953Minnesota ( -1954 in the United States. After carrying out scientific studies at Harvard University in the United States (1961)(1962), he was promoted to professor in the same chair he returned to in 1964 (Vehbi Koc Vakfı Ansiklopedisi, 2022).…”
Section: Csr In Turkish Academia Before the 1970smentioning
confidence: 99%
“…We see a transition to a new discursive period where the responsibilities involve diverse stakeholders without jeopardizing the leadership role attributed to Turkish businessmen.The social responsibility of business life is a concept that goes beyond the classical and narrow purpose of profit. It expresses the elevation of the business to the level of an institution (institution) that serves all concerned in a balanced way … “Great society is the society in which businessmen understand the enormity of their role (Tosun, 1972, p. 35).…”
In this paper, we demonstrate what influences the evolution of Corporate Social Responsibility (CSR) debates. Using the idea of ‘governing at a distance’ (Rose & Miller, 1992) from the Foucauldian governmentality perspective, we identify the mechanisms behind CSR's context‐based evolution. Examining 72 academic texts on CSR from the 1940s to the 2000s, we find that spatial political contexts and power interests shape CSR. We argue that CSR discourse is linked to governing systems and was part of a post‐WWII restructuring to support capitalism against communism in the global order. Our study reveals that academic journals and scholars introduced American CSR concepts to Turkish academia through strong ties to institutions like Harvard Business School and the Ford Foundation, influencing the emergence and change of CSR over time. Changes in CSR discourse are contextually embedded and politically laden with its emergence having a strong governmentality dimension for which academics (through their texts, academic acumen, and affiliated institutions) play a key role as intermediaries governing at a distance. While the critical perspective emphasizes the issues of coercion and contestations, our paper suggests the importance of cooperation and concerted efforts in shaping the global construction of CSR. We have demonstrated the nuanced interplay between the local and global governance of business and academic associations, challenging the perceived rigidity of their boundaries.
“…The article by Tosun (1972) [1952][1953] in England and the University of Minnesota (1953Minnesota ( -1954 in the United States. After carrying out scientific studies at Harvard University in the United States (1961)(1962), he was promoted to professor in the same chair he returned to in 1964 (Vehbi Koc Vakfı Ansiklopedisi, 2022).…”
Section: Csr In Turkish Academia Before the 1970smentioning
confidence: 99%
“…We see a transition to a new discursive period where the responsibilities involve diverse stakeholders without jeopardizing the leadership role attributed to Turkish businessmen.The social responsibility of business life is a concept that goes beyond the classical and narrow purpose of profit. It expresses the elevation of the business to the level of an institution (institution) that serves all concerned in a balanced way … “Great society is the society in which businessmen understand the enormity of their role (Tosun, 1972, p. 35).…”
In this paper, we demonstrate what influences the evolution of Corporate Social Responsibility (CSR) debates. Using the idea of ‘governing at a distance’ (Rose & Miller, 1992) from the Foucauldian governmentality perspective, we identify the mechanisms behind CSR's context‐based evolution. Examining 72 academic texts on CSR from the 1940s to the 2000s, we find that spatial political contexts and power interests shape CSR. We argue that CSR discourse is linked to governing systems and was part of a post‐WWII restructuring to support capitalism against communism in the global order. Our study reveals that academic journals and scholars introduced American CSR concepts to Turkish academia through strong ties to institutions like Harvard Business School and the Ford Foundation, influencing the emergence and change of CSR over time. Changes in CSR discourse are contextually embedded and politically laden with its emergence having a strong governmentality dimension for which academics (through their texts, academic acumen, and affiliated institutions) play a key role as intermediaries governing at a distance. While the critical perspective emphasizes the issues of coercion and contestations, our paper suggests the importance of cooperation and concerted efforts in shaping the global construction of CSR. We have demonstrated the nuanced interplay between the local and global governance of business and academic associations, challenging the perceived rigidity of their boundaries.
“…Eğitimde sosyal adaletin sağlanması genellikle her bireyin yetenek ve ihtiyaçlarına göre eğitim alabilmesi ile mümkündür (Polat, 2007). Eğitimde sosyal adaletin sağlanması dağıtıcı adalet, tanıyıcı adalet ve katılımcı(demokratik) adalet boyutlarında adaletin sağlanmasıyla gerçekleşebilir (Çam Tosun, 2021;Karacan, Bağlıbel ve Bindak, 2015).…”
Section: Genişletilmiş öZetunclassified
“…It is not possible to say that justice or social justice is achieved when equality is provided (Küçüktaşdemir, 2017;Polat, 2007;Topakkaya, 2009). Social justice in education should be provided in the dimensions of distributive justice, recognitive justice and participatory (democratic) justice (Çam Tosun, 2021;Karacan, Bağlıbel & Bindak, 2015). Recognitive justice requires respect for different cultures, beliefs, languages and thoughts.…”
Section: Introductionmentioning
confidence: 99%
“…More resources should be allocated to the education of disadvantaged groups in order to ensure social justice in education. Universities should offer these services free of charge so that especially disadvantaged students can develop themselves socially, culturally, and academically (Çam Tosun, 2021).…”
One of the reasons for this study is that university students believe that there are some injustices in the compulsory distance education process due to the Covid-19 pandemic. Another reason for the study is the belief that the concept of social justice is not sufficiently understood by our society in general and by university students in particular. For this reason, in this study, the general perceptions of university students on social justice were tried to be determined through metaphors. Phenomenological design, one of the qualitative research methods, was used in the research. Easily accessible case sampling was used to determine the study group. The participants of the study are 371 university students studying at the graduate and undergraduate level at Bingöl University in the 2020-2021 academic year. In the research, the metaphor sentence "Social justice is like/similar to ………… Because……." was sent to the students by e-mail and the data were collected in the same way. The content analysis technique was used in the analysis of the data. At the end of the content analysis, it was seen that the most produced metaphors in terms of frequency were scales, equality, no justice, water, sun, tree, sword and house. The metaphors produced by the students were categorized by the researchers. These categories are being a tool that provides equality (equivalence), lack of justice, basic need, being a tool that provides the right, being a source of order in society, representing goodness and righteousness, being dependent on power, being safe, providing freedom, being protective, it is a concept that requires attention, being enlightening, being valuable. The category, which includes metaphors describing the lack of social justice, differs from other categories in this respect. In this category, students used metaphors such as no justice, ghost, so-called, fantasy, utopia and lie. The findings of the study were compared with the findings of similar studies in the literature and various suggestions were presented in this direction.
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