Abstract
The point of view that education is a process which reproduces the given social structure and a dominant ideology is well accepted, it is also known that this perspective is incomplete in terms of the function of education. On the one hand, educational process is controlled and regulated by the state by means of ojjicial curriculum, textbooks, etc. On the other hand, education as a social process is an arena in which struggles of different groups (women, social classes, ethnic and regional groups) are realized. Thus, education must be percieved as a field to accumulate experiences toward democratization and liberalization. Therefore, there is a need to analyze this reproduction process more systematically. "Economics as an ideology" rejlects a perspective which is based on economic rationality and cost/utility comparison, so it includes acceptance of technology asa basic problem solver and emphasize the "science". For this reason, it rejlects a masculine and monist way of thinking. Economics of education, which is asserted that it has been developed as a result of "colonial" effects of economics on the other social sciences, has directly injluenced other areas of educational sciences. This injluence is going so far as teaching/learning process is examined in relation to productivity, and "educational preferences" is becoming reason for so me policies. Furthermore, the inequalities in the provision of educational services are justified on the basis of cost/benefıt analysis. By focusing on educational practice, this study tries to describe how the functioning, process and the relationships on the educational settings have been transformed by "economics as an ideology ", and the means of this transformation. Resistance to this process is also discussed.

"İKTİSAT İDEOLOJİSİ"NİN YENİDEN ÜRETİM SÜRECİ OLARAK EĞİTİM

Ozet
YOK