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    Citizenship, nationality and minorities in Turkey's textbooks: from politics of non-recognition to 'difference multiculturalism'
    (Routledge Journals, Taylor & Francis Ltd, 2015) Cayir, Kenan
    Responding to the identity-based claims of discriminated-against minorities while maintaining a shared national identity in and through education is a continuing challenge for Turkey, as it is in many other national contexts. Through a systematic analysis of 245 Turkish textbooks, this study explores the presentation in them of Turkish national identity and those of ethnic, religious and language-based minorities. Textbooks in Turkey take their present shape and content as a result of a comprehensive curriculum reform of 2005 that aimed to make them conform to the norms of the EU. Despite this rewriting, the study shows that textbooks do not include any radical change in terms of the representation of the national self and of ethnic minorities. Indeed, a close analysis of the textbooks demonstrates that they still preserve an ethno-religious national identity. Recent attempts to include ethnic and religious minorities in the textbooks within the frame of a discourse of tolerance, on the other hand, show an inclusion on the basis of unequal social position for minorities.
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    'No- one respects them anyway': secondary school students' perceptions of human rights education in Turkey
    (Routledge Journals, Taylor & Francis Ltd, 2011) Cayir, Kenan; Bagli, Melike Turkan
    The incorporation of compulsory courses on human rights into the secondary school curriculum in 1998 has been an important first step in developing respect for human rights and responsibilities among the younger generation in Turkey. Yet, these courses have many shortcomings in terms of materials, pedagogy and teacher attitudes. This paper explores Grades 7 and 8 (ages 13 and 14) students' experiences in Citizenship and Human Rights Education courses on the basis of qualitative data collected through focus group discussions in Ankara and Istanbul in the 2006-2007 academic year. The responses of the students indicate that these courses have had little impact in empowering students or in facilitating them to consider their own or others' human rights as an integral part of their lives. Rather, the students perceive the national and the global arena as characterized by mass human rights violations against which they feel powerless. The paper draws attention to the importance of a revised human rights education for students along with a global focus and appropriate methodology.
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    Preparing Turkey for the European Union: Nationalism, National Identity and 'Otherness' in Turkey's New Textbooks
    (Routledge Journals, Taylor & Francis Ltd, 2009) Cayir, Kenan
    This paper explores contemporary Turkey through the lens of education. Special attention is given to the recent curriculum reform of 2005 and the new Social Studies textbooks that have been redesigned as an aspect of Turkey's seeking admission to the European Union. The Ministry of Education policy statements about the new curriculum and textbooks involve a claim that they promote critical thinking and open-mindedness, along with a student-centred approach. However, a close analysis of the new textbooks shows that they are still imbued with an exclusive and narrow definition of nationalism and citizenship, backed by the myth of origin, ethnocentrism and essentialism. The paper discusses these issues in the context of the compatibility of a State-generated national ethos with democratic citizenship and argues that a notion of cosmopolitan education would extend the borders of a narrowly defined Turkish national identity.
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    Teachers' competencies for working in an intercultural environment
    (Ios Press, 2021) Dermol, Valerij; Mirazchiyski, Eva Klemencic; Trunk, Ales; Cayir, Kenan
    BACKGROUND: Today, multiculturalism is present in all spheres of life. Teachers are at the forefront to first formally encounter children from different cultures, and as the first ones, children from different cultures will face it in their social life. Teachers are supposed to prepare students to meet and live with people from cultures different from their own. Hence, it is necessary to identify the competencies teachers need to work in an intercultural environment, given the globalising world where different cultures meet more often, coexist, and exchange values and ways of living. OBJECTIVE: This paper discusses the teachers' competencies to work in an intercultural environment and presents the results from data collected within the RoMigSc project. These data are analysed to identify the competencies teachers need to work in a multicultural environment. METHODS: In the study, data from the RoMigSc survey were used, where information on the inclusion of migrant students was collected using the survey questionnaire method. All analyses in this paper are on a descriptive level with exploratory purpose. RESULTS: The results show that teachers don't feel well prepared to support learning or teach human rights, emigration and immigration, shared values and discrimination. They also need more support in teaching in an intercultural and multicultural environment, especially out-of-school support. CONCLUSIONS: In general, teachers find their school and own practices inclusive for migrant and Roma students, but not in all aspects. None of the teachers has participated in a project to raise awareness of Roma issues.
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    Tensions and Dilemmas in Human Rights Education
    (Univ Pennsylvania Press, 2007) Cayir, Kenan
    [Abstract Not Available]
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    Turkey at a crossroads: critical debates and issues in education INTRODUCTION
    (Routledge Journals, Taylor & Francis Ltd, 2015) Altinyelken, Hulya Kosar; Cayir, Kenan; Agirdag, Orhan
    This introduction seeks to provide a contextual framework for understanding recent developments in the Turkish education system. For this purpose, it reviews some major policy issues such as neo-liberal education reforms and increasing religiosity. Then, the article introduces the various contributions included in this special issue of Comparative Education, and highlights some of the emerging issues and patterns.
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    We Should Be Ourselves before Being a European: The New Curriculum, New Textbooks and Turkish Modernity
    (Edam, 2009) Cayir, Kenan
    Globalization and transformations in nation-state structures require developing a new social-political language that would allow a peaceful coexistence for various identities and interests. This entails revising the link between local histories and the 'universal. Education can play a crucial role for developing this language. This paper examines the new curriculum and textbooks in Turkey on the basis of this problematic. The Ministry of National Education states that the new curriculum aims at preparing Turkey to the information age and the European Union. However, new textbooks still take an apologetic, essentialist, and nationalist stance toward Europe due to the historical-psychological background of Turkish modernity Textbook authors reconstruct local history in the mirror of the West and imagine a homogenous 'Us' which is presented as the source of modern universal values. This stance is a. manifestation of historical desire to break down the perceived hierarchy between Turkey and the West. It, however, reproduces such a hierarchy by placing the West ahead of Turkey along with a linear conception of history. The paper suggests a new frame for curriculum developers and textbook authors to recontextualize the link between Turkey, the West and modernity This frame needs to be developed by taking a distance from both local experience and the West.