Abstract:
The purpose of this study was to examine the construction of family within the Family Education Program (FEP) of the Ministry of Family, Labor and Social Services. This qualitative study utilized Critical Discourse Analysis. Seven textbooks from the field of family education and communication were chosen for the analysis. FEP posits a claim to “strengthen and protect” the family and improve its wellbeing through education. This study reveals that the authors utilized a number of textual instruments to normalize the nuclear family as a privileged institution in society. In the texts a heteronormative discourse with an emphasis on reproductivity is reinforced. It is also apparent that no attention is paid to diverse families from different social, economic, and cultural backgrounds. The study also reveals that women were presented as the primary care providers in the family. In this regard, it is argued that the lack of progressive or critical approaches to the conceptualization of family inhibits a wider understanding of families and therefore limits understandings of needs and educational practices available. It is concluded that by understanding multiplicity, complexity, and diversity of families it becomes possible to envision new opportunities for support and education.
