The role of public education centres in socialisation of women: altintaş case

Although humans are born into the world having completed their biological development, they require socialization to achieve psychological and social maturity, and to acquire human skills. Even if individuals can meet their basic needs to sustain life, they cannot acquire the skills to live within society. Socialization is crucial as one of the most important needs for individuals to adapt to society and learn social norms. Education, as one of the means of socialization, is an institution where individuals can adapt to society and have the opportunity to meet other people in a very different environment from the one they live in. Thus, individuals develop empathy and problem-solving skills within the community, and become aware of cultural differences. Public education centers are one of these institutions, established to fill the gaps left by formal education. The need for such establishments arose to prevent falling behind the times and to ensure that education does not remain limited to primary and secondary education alone. These institutions were initially opened as "People's Houses" during the Republican period, later renamed as "Public Education," then "Adult Education," "Lifelong Learning," and finally "Lifelong Learning" today. The aim of these institutions is to reach every individual without discrimination based on religion, language, or race, and to contribute to the personal development of individuals in every sense. Public education programs hold a particularly significant place for women. Women receiving education is not only crucial for their personal development but also vital for the general welfare and development of society. Moreover, public education centers have become important centers for socialization for women. Especially in small towns where women are restricted in terms of socializing, these courses are important venues for them. Responsibilities such as childcare and household chores imposed solely on women eventually become routine, leading to boredom and feelings of inadequacy over time. This study investigates why female learners participate in courses at Public Education Centers. A phenomenological research design, a qualitative research method, was used in the study. The interviewees consisted of twelve learners who have participated or are currently attending courses at the Altıntaş Public Education Center. Eight questions were asked to the learners, and the responses were analyzed accordingly. Connections were made between the responses of the learners and some socialization theories: Social Learning Theory, Conflict Theory, Self and Mirror Self Theories. Thus, the contribution of public education centers to socialization has been identified, and whether they meet expectations has been analyzed.