In this study, the discourse analysis of the historical procession of the Armenian schools, the last period of the Ottoman Empire and the establishment and development stages of the Republic of Turkey have been analyzed in terms of the influence of the Armenian schools on the formation of the ethnic identities of the Armenian students in Turkey. The relationship between the Armenian schools and the ethnic identity formation of the Armenian students, problematized within the regulations imposed by the Turkish Republic in the field of education for Armenian schools and called as Turkification politics, has been evaluated in the context of in- depth interviews conducted with various Armenian schools, principals, teachers, students and graduates who still continue to exist. In this study, considering the fact that various regulations in the field of education such as the Turkish education system and curriculum, the regulation of the courses, the selection of the teachers and the contents of the textbooks were formed around the Turkish identity, it has been questioned how the Armenian students were able to realize their ethnic identity by staying in between Turkish and Armenian identities throughout their education life. How the students were influenced by the Armenian schools in the formation of the perceptions of the Armenian identity, the students who trained in both Turkish and Armenian schools, the transitions they experienced between the Turkish and Armenian schools, and the way that these transitions effected how the Armenian identities as the other are experienced were evaluated and examined comparatively.
Künye
Kitabın Adı: |
The Effects of the Armenian Schools on Armenian Identity Formation in Turkey |
Yazar: |
Linda Barış |
Dizi Adı: |
History: 293 |
Yayın Yılı: |
2019 |
Sayfa: |
428 |
Ebat: |
13,5 x 21 cm. |
Kağıt: |
Enzo 70 gr. |
Kapak: |
Cevdet Mehmet Kösemen |
Cilt/Kapak: |
250 gr. Mat, Amerikan Bristol, 4 renk |
ISBN/Barkod: |
978-605-7884-13-8 |
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
PREFACE
CHAPTER I INTRODUCTION
The Methodology Which Created itself in Light of Experiences
To be an Armenian Student in Turkey: "My Nonentity shall be a Gift to Turkish Entity"
National State, Education and Identity Formation
Turkification of Armenian Schools: Government Policies and Effects of Curriculum
Dehistorified Armenians: History without Identity / Identity without History
Form of Relations of Armenian Students with Armenian Language after Making It Non-Functional
Turning Inter-School Movement into Inter-Identity Movement
CHAPTER II THE EFFECTS OF TURCIFICATION POLITICS ON MINORITY AND ARMENIAN EDUCATION
Armenian Renaissance and Armenian Educational Institutions
The Origin of Turcification Politicy: "Us" and "Others"
The History of Turkification Politics is also the History of Minorities in Turkey
Turkification of Education: Government Policies for Minority Education Institutions
Demographic Change and Closing Down Minority Schools
Minority Schools and the Impact of Social Events on Schools
CHAPTER III GOVERNMENT POLICIES AND THEIR EFFECTS ON ARMENIAN SCHOOLS
Armenian Schools in the Turkish Republican Era and Policies for Armenian Schools
The Problems in Armenian School Caused by Discriminatory Government Policies
The Impact of (Turkish) Chief Deputy Principal Position as the "Eyes and Ears" of the State on Armenian Schools
Turkish and Turkish Culture Teachers in Armenian Schools
The Issue of Having No Status
Registration in Armenian Schools: Proving Armenianness
The Share Not Given to Armenian Schools: State Budget
CHAPTER IV CURRICULUM AND THE POWER OF TEXT BOOKS
Nation-State and Effects of Curriculum on the Student's Identity Formation
The Curriculum of Turkish National State and the Perception of the Other in Textbooks
Marginalization of Armenians in Turkish Text Books
The Effect of Turkish Education Curriculum on Armenian Schools and Armenian Identity Formation
CHAPTER V NATIONAL STATE AND ARMENIAN ETHNIC IDENTITY FORMATION IN SCHOOLS THROUGH HISTORY COURSES
National State and National Identity Formation in Schools
The Importance of History and History Lessons in National State Education
History Lessons and Turkish National Identity Formation in Schools
Turkish Identity Politics and Effects on Minorities
History Lessons Effect on Armenian Minority Youth
Armenians and Turkish History Textbooks
Being History Teacher in Armenian Schools
The Effects of History Classes on Discriminatory Behaviours
The Dehistoricized Armenian Schools
CHAPTER VI IDENTITY AND LANGUAGE
National Identity and National Language
Nation-State, Minorities and Language Policies in Turkey
Armenian Identity and Armenian Language
The Importance of Armenian Language for Armenianness
The Importance of Armenian Schools Learning Mother Tongue
Teaching and Learning Armenian Language in Armenian Schools
Choosing Armenian Schools to Learn Armenian Language
Armenian Language: Just a Class
The Reflection of the Problems of Training Armenian Class Teachers and Armenian Class Material in Schools
Is It Possible to be an Armenian Without Speaking Armenian?
CHAPTER VII THE EFFECTS OF THE ARMENIAN SCHOOLS ON ARMENIAN IDENTITY FORMATION IN TURKEY
What is to be an Armenian?
What is to be a Turkish Armenian
Turkish and Armenian Identity in Armenian Schools as a Space of Identity-Formation
Comparative evaluation of the effects of different education experiences of the participants in Armenian schools on their identity formation
Armenian identity perception and Armenian schools' perception of participants who were in Armenian school from primary school up to high school and who are currently in their last year of high school
The forms of Armenian identity perception and Armenian schools perception of participants who started their education in elementary of middle school in Turkish schools and later transferred to Armenian schools
The forms of Armenian identity perception and Armenian schools perception of participants who started their education in elementary of middle school in Armenian schools and later transferred to Turkish schools in high school
Identity perception of those who attended Armenian schools throughout elementary, middle school and high school and graduated from these schools
Identity perception of Armenian students who had unique characteristics in their academic life and thus cannot be evaluated in the first four groups
CHAPTER VIII CONCLUSION
ALBUM
BIBLIOGRAPHY
INDEX
