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A feature of the concept of “minorities” is the invisibility and stigmatization of communities, more so within the idea of the nation. This article analyses the representation and construction of the concepts of “Europe”, “Nation” and “Minority” in eight German, Turkish and Spanish secondary school history textbooks, particularly 16th-21st century (7th-10th grade). In times of strengthening nationalism, it is also discussed here whether the representations convey essentialist ideas and imperialistic structures hidden between the lines, or whether they reflect the concept of “minorities” as a component of a pluralistic and hybrid European society. The research is divided into two areas: A comparative quantitative research will be carried out on the representation of 'minorities' in German, Turkish and Spanish history textbooks and a qualitative hermeneutic analysis. Key findings indicate that each country predominantly imparts a history curriculum with a strong national focus, with the pronounced emphasis found in Turkish history textbooks. European-centered history is often portrayed and based on myths as emblematic of modern civilization in comparison with other civilizations or countries, especially in Spanish and German history textbooks. Similarities in the portrayal of “minorities” tend to be either nonexistent or negative, further reinforcing a sense of belonging for national identities. [ABSTRACT FROM AUTHOR]

Throughout Turkey's geography, migration has been an immutable reality and an essential part of its presence. Anatolia, the geography of civilizations shaped by migration, has not only been the destination of migration but also the path of migration. It has contributed along with the push and pull factors for migration movements at different times. The concepts of migration have become more prominent in academic literature, especially after the Syrian Civil War outbreak in March 2011. The prerequisite for living in peace with millions of refugees, who were supposed to be guests at first, but now seems permanent in our country, is to eliminate xenophobia. Xenophobia can only be combated with an essential humanistic attitude, which politics must support. Education is the most important means of achieving this humanistic attitude, and teaching history is one of the most appropriate subjects for eliminating xenophobia in education, which can help build a culture of coexistence. Therefore, the historicity of migration that is equated equating the historicity of migration with the history of humanity and representing migration with an emphasis on the humanistic side of it in history textbooks could be constructive ways to combat xenophobia and promote a healthy community life through education. The aim of this study is to analyze the level of representation of migration and relevant concepts in 2018 and 2019 compulsory high school history textbooks published by the MoNE (The Turkish Ministry of National Education). Based on this study's findings, it is recommended to improve the quality and quantity of the representation of migration and relevant concepts in the history textbooks for the youth to develop a sense of empathy with migrants on the threshold of adulthood. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the teaching of Ottoman history and the image of the Ottomans through a close and critical reading of Malaysian secondary history textbooks used between 1989 and 2022. It argues that Malaysian secondary history textbooks focus mainly on the political and military aspects of sixteenth-century Ottoman history. They do not, consciously or subconsciously, make detailed reference to political and socio-economic turning points in nineteenth-century Ottoman history. Sejarah Tingkatan 2 (History: Form 2), one of the history textbooks examined in the article, exceptionally discusses the impact of Ottoman pan-Islamism and Turkish nationalism on the political and religious thought of the Malays. Nonetheless, history textbooks published after the 2000s have not touched on these important issues. In history textbooks, the Ottoman Empire is regarded as one of the significant states of the Islamic world; therefore, Ottoman history is analyzed within the framework of Islamic history and Islamic civilization. The portrayal of Ottomans is positive and favourable. There are no distortions, biases, or stereotypes concerning Ottoman history in Malaysian secondary history textbooks. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to evaluate the online history courses conducted in the emergency remote teaching process in Turkey from the perspective of high school students. The study group was composed of 193 high school students from different types of high schools in Aksaray province of Turkey. In the study, the case study method, one of the qualitative research methods, was used. The data were collected using a personal information form and a semi-structured interview form developed by the researchers. Within the framework of the research, the obtained data were analyzed via content analysis. The codes, themes, frequencies and direct quotations from the participant's views were expressed and evaluated. The results of the research showed that in the emergency remote teaching process, online history lessons were mainly carried out through the Educational Information Network (EBA) and ZOOM digital platforms, the microphones of the students were usually turned on and the cameras were kept closed during the online lessons, the teachers mostly used the conventional lecturing method, and utilized the teaching materials such as maps, various visuals and videos. It was also revealed that students were mostly assigned for answering questions, watching videos and preparing for the subjects, and students' success was mostly assessed and evaluated through exams, class participation and performance assignments. [ABSTRACT FROM AUTHOR]

This study investigated the learning styles of history students depending on some demographic variables. The sample consisted of 1849 students from seven history-teaching (n=875) and eight history departments (n=974) of ten universities in different regions of Türkiye. Data were collected using a personal information form and the Kolb Learning Styles Inventory (KLSI-3). According to Kolb's classification of four learning styles, participants had assimilating, converging, diverging, and accommodating learning styles, respectively. According to Kolb's classification of nine learning styles, seven in ten participants had balancing, reflecting, thinking, and analyzing learning styles. The study investigated whether the variables of "university," "major," "gender," "age," and "grade level" affected participants' "learning modes" [concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), active experimentation (AE)], "perceiving information" (CE-AC), and "processing information" (RO-AE) scores. The results showed that the variable of "university" affected what learning styles participants adopted. Participants from seven universities adopted balancing learning styles, while those from the other universities adopted reflecting learning styles. The variable "major" affected participants' CE, RO, and AC scores. The variable "gender" affected their RO, AE, and "processing information" scores. The variable "age" affected their CE, AC, AE, and "perceiving information" scores. The variable "grade level" affected all their scores except for nine learning styles and CE. [ABSTRACT FROM AUTHOR]

This article analyses the extent to which history education (HE) in Turkey adheres to the HE principles proposed by the Council of Europe. A compulsory history textbook is analyzed in detail. The analysis finds an understanding of HE that marginalizes minorities due to nationalist and militarist content. The Atatürk's Principles and History of Reforms (APHR) course also fail to include controversial historical issues and does not adopt a multiperspective approach. Thus, a vital question has emerged: Is the APHR a course that serves to develop universal values such as respect for differences, a culture of inclusion, and support for democracy, or does it continue to be used solely as a tool for reproducing national values or more precisely, the dominant groups' values? This question reveals the significance of developing a HE curriculum in Turkey and elsewhere that reflects current realities and also supports intercultural dialogue. [ABSTRACT FROM AUTHOR]

Within the scope of the study area to strengthen the creative process of the transmission of intangible cultural heritage through teaching practices which UNESCO emphasizes, in this research, it is aimed to develop content for learning processes enriched with context-based questions that can be used in high school geography and history lessons based on the meta-program model and to explain the procedures that can be performed in this process. This research is a longitudinal document analysis study constructed in a qualitative research design. The achievement of to be able to explain the intangible elements representing Turkish culture within the framework of the legitimacy source of power (Kök-Tengri faith and Kut) theme, which is determined to be organized as an interdisciplinary behavior content in geography and history instructional programs, was chosen as the research unit. The stated achievement was analyzed within the framework of knowledge and cognitive process dimensions, transformed into goal-behavior statements and associated with context-based questions. On the basis of the processes in this research, new studies can be conducted in which intangible cultural heritage elements will be integrated with international competence frameworks and integrated into instructional content designs. It is thought that these studies will strengthen the transmission of the intangible cultural heritage to the younger generations through the curriculum and the textbooks resulting from these programs. [ABSTRACT FROM AUTHOR]

This article is based on the premise that the constructed image of the national self is a fundamental criterion shaping the conceptions of history teaching in the Turkish educational system. In this regard, I argue that examining how particular ethno-religious groups are discursively positioned in relation to the idealised self-image can reveal whether and how history textbooks can be revised. Having described the historical and political context for the only curriculum revision occurred in 2013 concerning a non-Muslim community, the Assyrians, the article demonstrates that specific discursive strategies are used to position the Assyrian community in relation to the favourable national self-image, rather than a fixed categorization for non-Muslim communities. Adopting the methodological framework of critical discourse analysis, the author examines the portrayal of the Assyrian community in the secondary school Turkish history textbooks taught over the last three decades and identifies how the topoi of justice and tolerance, as well as allegiance and betrayal allow a particular group to be a member of the larger body of 'acceptable citizens.' [ABSTRACT FROM AUTHOR]

This paper aims to examine the emergence and development of history education in the Ottoman Empire that were regularly taught in modern military schools opened during the modernization process. The documents collected from the archives and libraries were examined and the data obtained by the analysis of their contents were given under the determined categories in this research conducted with survey model, one of the qualitative methods. These categories are "Mühendishânei Bahri Humâyûn" (The Imperial School of Naval Engineering), "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering), "Mekteb-i Osmânî" (Ottoman School in Paris, France), "Mekteb-i Harbiye" (War Academy), "Mekteb-i Tıbbîye" (School of Medicine) and "History Textbooks of Military Schools". This paper portrays and interprets the status, purpose, contents, development graph of history lessons in the curriculum of these schools, the first history teachers who gave the lessons, and the data gathered about the textbooks. The findings of the study show that history lessons entered the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) for the first time in 1795 under the name of "Tevarih-i Harbiye" (Military History). However, the main important development in history education took place after it entered the curriculum of military schools with the name "Tarih-i Umûmî" (World History) and "Tarih-i Osmânî" (Ottoman History) in the 1840s. In the early years, "Tarih-i Umûmî" (World History) lessons were taught by European foreign teachers using French history textbooks. Following this period, history lessons developed in line with the educational objectives and needs of the schools and gained diversity and richness. In addition to the "Tarih-i Harbiye" (Military History) course, general history lessons such as "Tarih-i Umûmî" (World History), "Tarih-i Osmânî" (Ottoman History) were added to the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) in 1875. Later, "Tarih-i Esliha" (History of Weapons) lesson was added to teach the development of weapons, war technologies, and modern weapons for military practical purposes. The awareness of history, formed over these schools has contributed to the writing of Turkish history textbooks for schools and the training of the first modern historians. [ABSTRACT FROM AUTHOR]

Effectively teaching the subjects of the National Struggle is very significant in the students gaining awareness of citizenship and forming their national identity. Thanks to this subject, it is aimed to educate students as effective citizens who know their duties and responsibilities towards the Republic of Turkey and make these as their behavior. In this direction, the aim of the research is to reveal the views of secondary school students about the National Struggle period. The study group of this research in which the qualitative research method is used, consists of a total of 70 students, 32 of whom are women and 38 of whom are men, who are studying in different secondary schools (Vocational High School, Anatolian High School, Imam Hatip High School) of Ministry of National Education in Antalya province in the first semester of the 2020-2021 academic year. An easily accessible sampling method was used in the research. This sampling method was chosen because the research was conducted during the epidemic period (considering that face-to-face interviews were not possible and online interview opportunities were limited for students). The research data were collected with a questionnaire consisting of 6 open-ended questions created by the researcher. The data obtained from the research were analyzed by descriptive analysis. When the results of the research are evaluated in general, it can be said that the students in the study group said the National Struggle period was one of the periods they wanted to live in among the historical periods, they looked positively towards living in the National Struggle period, as the people they wanted to be in this period, they said the names of those who directed the National Struggle, and they expressed more of good events for the period and they had positive opinions about the importance of the National Struggle period [ABSTRACT FROM AUTHOR]

Many individuals have been considered in disadvantaged group status due to their specific qualities. These individuals' participation in educational processes requires a special effort. This study is to evaluate history curriculum in theory in terms of disadvantaged groups and to learn history teachers' opinions considering their approaches and experiences towards the disadvantaged groups in practice. The study adopted qualitative research method and it was designed as case study. Firstly, history curriculum was examined and the statements about disadvantaged groups in the curriculum were explained via descriptive analysis. Then, 11 history teachers were interviewed in 2019 with the semi-structured interview form developed by the researcher and the data obtained were analysed via content analysis. It was found that history curriculum included indirect emphases about the disadvantaged groups and history teachers were given the responsibility for the inclusion of students with different qualities in learning processes. It was determined in the interviews carried out with teachers that they had limited knowledge about the disadvantaged group and the individuals in this group, what they understood from the concept was multi-cultural individuals and the disabled, communication was the biggest problem experienced with the disadvantaged students, and teachers carried out mostly student-centered activities in order to overcome such obstacles. Disadvantaged status is not a condition that is usually in an individual's power. Ina addition to this, education is the right of these individuals. The disadvantaged students must be enabled to engage in educational processes more effectively. History courses are the available field in this regard. Studies must be carried out about the effective and active participation of disadvantaged groups in history education activities. The good examples in Turkey and in the world must be followed and the researchers and educators must gain an access to these examples. [ABSTRACT FROM AUTHOR]

History in the public sphere is, often, the prevailing interpretation of certain historical events – an interpretation that lacks richness and a multifaceted approach. This is, of course, mirrored in history in school. Adem Artam from Turkey, shares how he addressed this issue by developing a lesson plan on the 18th century ‘Tulip Age’ (1718-1730), a time which has been generally known and taught as a period of pleasure and entertainment in Ottoman history, by enabling his students to see that the period did not only comprise of these features but also from important scientific, cultural and artistic developments that took place during this period. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of History Studies (13094688) is the property of History Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ahmet Cevdet Pasha, who had been in important positions in the Ottoman Empire in the 19th century, is a historian, jurist, educator, linguist and poet as well as a statesman. There are very few people in Ottoman history who carry all of these features together. In this respect, many researches have been done about Ahmet Cevdet Pasha up to the present day. Studies carried out in different fields with each passing day about him, are showing that these investigations are not yet completed. Ahmet Cevdet Pasha, who carries on many features, is one of the most important chronicler and historian of the Ottoman Empire in 19th century. Due to a great number of Ottoman historians are state chronicler, they usually deal with events in chronological order. Ahmet Cevdet Pasha is one of the few Ottoman historians who can go beyond this, use his own opinions about the causes and consequences of the events and take criticism as a method while deciding upon the sources. Ahmet Cevdet Pasha's studies and publishings in various fields affected his titles as historiographer and history educator positively. Having a multidisciplinary approach, Ahmet Cevdet Pasha brought a new understanding to Ottoman historiography and was in the struggle to deliver a philosophy of history and methodology. In this study, Ahmet Cevdet Pasha's historiography and his opinions on history education and history teaching will be discussed. [ABSTRACT FROM AUTHOR]

As a result of developments in public education in the nineteenth-century Ottoman state, pedagogic professionalism began to direct school studies by setting scientific discourse against conventional epistemology. However, the strong conviction that the late Ottoman Empire was secularised progressively over years leads to the neglect of the tensions and conflicts in active authorship, and nullifies the role of textbooks as battlefields for ideologies. This article examines the tensions and resistances to modern knowledge that were deemed to be transferred in a smooth transition from the old to the new epistemology, in the history of education literature. The article discusses the discursive views in the general history textbooks. The contrasting conceptions of history, the first man, civilisations and tribal societies demonstrate the failure to form standard school knowledge in the Second Constitutional Period. [ABSTRACT FROM AUTHOR]

Any attempt to map in Turkish historiography the presence of Salonica as a predominantly Jewish Ottoman city is bound to end in frustration due to a general lack of interest in the topic. This is strange if one considers that during the last decades of the empire, Salonica was by far its most active city after Istanbul, which was an unrivaled center of cultural, political, economic, and social modernity. The present situation stems from the reduction of Salonica to the status of a city lost to the Greeks, a vision that further occults the Jewish dimension of its identity and destiny. As such, there is little that connects the history of the city to mainstream Turkish history, other than the fact that it was the birthplace of Mustafa Kemal Atatürk. Turkish historiography has stripped Salonica of its historical identity and reality to turn it into yet another 'Turkish' city lost during the debacle of the end of the empire. The steamroller of national(ist) history has thus flattened the city's complex and multilayered past into the grand narrative of the Ottoman Empire as a Turco-Islamic state. Apart from translations of the few Western sources that tell a different story, Turkish historical studies have failed to produce any original work on the subject; even worse, some of the rare works that do exist tend to concentrate on a pseudohistorical and populist account of the Sabbatean community as (yet another) fifth column targeting the integrity of country and nation. [ABSTRACT FROM AUTHOR]