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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. [ABSTRACT FROM AUTHOR]