Examination of public education centers from the perspective of folklories (community and women's folklore) (public education centers of van - tuşba and i̇pekyolu districts)

The aim of this thesis is to examine the Public Education Centers in the Tuşba and İpekyolu districts of Van province from a folkloristic perspective and to reveal their functions within the context of women's folklore. The research was conducted within the framework of qualitative research methods, utilizing interviews, observations, and document analysis. The findings cover women's motivations for attending the centers, their experiences within these educational environments, and the transformations observed in their socio-cultural roles. The study shows that women's reasons for participation are primarily based on personal development, social interaction, and economic contribution. The course processes provided women with a safe and supportive learning environment that enhanced their self-confidence, strengthened their social visibility, and contributed to positive changes in family roles. Furthermore, it was observed that significant elements of women's folklore—such as lullabies, laments, handicrafts, and traditional culinary practices—were preserved and reproduced in these centers. In this respect, Public Education Centers emerge not only as institutions that provide vocational skills but also as spaces where cultural memory is preserved, gender roles are transformed, and folkloric production processes are sustained. The findings indicate that Public Education Centers play a multidimensional role in women's socio-cultural, economic, and personal development. This study contributes to the literature by simultaneously addressing the concepts of public education, women's folklore, and gender within an interdisciplinary folkloristic framework. Keywords: Public education, women's folklore, folklore studies, Van, gender.