Eğitim Liderlerinin Söylemlerinde Kültürel Göstergeler: Hababam Sınıfı ve Goodbye, Mr. Chips Üzerine Karşılaştırmalı Bir İnceleme
Cultural Signifiers in Discourses of Educational Leaders: A Comparative Study of Hababam Sınıfı and Goodbye, Mr. Chips

Summary/Abstract: Literary texts are not merely fictional narratives; they are also rich sources of cultural data that reflect the value systems, educational perspectives, and conceptions of leadership of the societies in which they are produced. The primary aim of this study is to comparatively examine the cultural signifiers embedded in the leadership discourses of the main characters, Kel Mahmut and Mr. Chipping, in Rıfat Ilgaz’s Hababam Sınıfı and James Hilton’s Goodbye, Mr. Chips. The study adopts a case study model and a multiple-case study design, both of which are qualitative research approaches. Data from the two purposefully selected literary works were collected through document analysis. Qualitative content analysis was employed alongside Norman Fairclough’s three-dimensional model of Critical Discourse Analysis to analyse the data. The findings indicate that both characters construct their leadership discourses around the interplay between authority and compassion, and that these discourses are shaped by the sociocultural contexts to which they belong. Kel Mahmut’s discursive practices were found to be shaped by traditional and moral values as well as an effort to reduce class-based distinctions. Mr. Chips’s discursive practices, by contrast, were shaped by the English public school tradition, the ideology of classical education, and institutional memory.

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