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Many values and values that are founded on culture and culture play an essential role in understanding societies and transferring the existence of those societies to future generations. There are national heroes of each culture with valuable points, differences, and similarities from its history or its history to the present day. With these similarities, differences and cultural values, each society carries itself to a different point from other societies. There are various methods in the cultural education of societies, and the success of these methods gives results in proportion to the number of people they can achieve. Television programs and television play an essential role in mass education. The Turkish series sector usually carries traces of national identity and cultural values. Turkish series often reflect Turkey's historical, cultural and social values. Turkish series reflecting local traditions and customs usually offer cultural education to the audience. Traditional clothes, language use, and food culture elements are frequently processed in series. In addition, the transfer of historical events and cultural heritage is frequently included in these series. In these aspects, Turkish series play an important role in increasing the cultural awareness of society and protecting national identity. The Turkish series sector and cultural education, together with the traces of identity and cultural education in terms of the Magnificent Century series descriptive analysis and indicator scientific method, were examined with examples. When scientific methods examine descriptive analysis and indicators, many elements such as historical events, cultural structures, clothes, language use and traditional lifestyles are found. This study will discuss the educational relationship by analyzing the' Magnificent Century' series.

The main purpose of this research is to reveal the identity to be constructed with the illustrations in the life science textbooks in terms of identity types. Case study, one of the qualitative research designs, was used in the research. The data sources of the research consist of the 1st, 2nd and 3rd grade life science textbooks taught in Turkey in 2021-2022. The research used 'content analysis' to provide a detailed description based on the purpose of the study. The illustrations in the life science textbook of the 1st, 2nd and 3rd grade are coded separately with regard to the types of identity in the literature. Categories and themes were the result of the combination of the codes. In life science textbooks, only illustrations that could have a connection with identity construction have been analysed. As a result of the research, it has been determined that the illustrations for the collective identity are prominently included in the life science textbooks. In the theme of collective identity, there are illustrations emphasizing national, social and religious identity. For digital identity and universal identity topics, there are a limited number of illustrations.

The purpose of this study is to determine Turkish and refugee middle school students' views on their national belonging. The study employed the qualitative research approach aligned with the purpose; semi-structured interviews were conducted with Turkish and refugee students. Data were analyzed using the content analysis method. Results showed that the most important common features for national belonging of both Turkish and refugee students were the common language they spoke and the place they lived in and the difference of views regarding national belonging were in terms of discrimination. Regarding Turkish society's expectations of them, both groups emphasized universal values such as being hardworking and being a good person, but their perceptions of serving the state differed. As for what Turkish and refugee students should do for this society, Turkish students believed that they should be hardworking and refugee students thought that they should be good people. It can be said that the differences of opinion between Turkish students and refugee students who migrated to Turkey would decrease if both groups came together on the subject of universal values.

In Turkey, the Republican Era, which started in 1923, is a period in which state institutions were rapidly restructured and these institutions were reconstituted within the framework of the ideology of the newly established state. Education has taken its share in this reconstruction process as well. One of the important regulations in the field of education was the 1924 curriculum. The 1924 curriculum was quite important in terms of reflecting the Republic's perspective on education and the importance it attaches to education. Through this curriculum, it was aimed to raise patriotic individuals who are loyal to the philosophy and values of the Republic, have national consciousness, and understand the new state, institutions and organizations. The aim of the research is to examine the first citizenship education course of the Republic of Turkey, "Musâhabât-i Ahlâkiyye & Malumât-i Vataniye" [Conversations on Morality and Civics], which was included in the 1924 educational program. In the study, this curriculum was analyzed by employing the historical research method.

The purpose of this study was to determine middle school students' national belonging levels in terms of different variables. In this quantitative study, middle school students' views on national belonging were determined by the "National Belonging Scale for Middle School Students". The study was conducted with 1318 middle school students in Nigde province of Turkey during the Spring term of the 2019-2020 academic year. Research data were collected through "National Belonging Scale for Middle School Students" and were analysed with SPSS 24 software package. According to the study results, middle school students had a high positive view of their national belonging. Their gender did not make a statistical difference in terms of both reasons and results of their national belonging. On the other hand, students' views on national belonging differed in terms of their grade level. Again, although there was no difference between the public and private schools in terms of reasons of their national belonging, there was a statistically significant difference between them in terms of the results of their national belonging in favor of the public school. Another difference was determined between Turkish and refugee students' national belonging. Turkish students' mean scores of reasons and results of their national belonging were statistically higher than the refugee students' mean scores. Considering national belonging in terms of each variable, middle school students' national belonging can be strengthened with some activities that can be done within the scope of the implicit program as well as the educational activities carried out within the curriculum at schools. Social Studies is the most important course into which works on this subject can be integrated.

One of the aims of educational institutions in Turkey is to adopt an understanding of nationalism based on Atatürk's views by students. Atatürk's understanding of nationalism was founded on the unity of culture. It rejects racism. It emphasizes cultural unity rather than blood ties or religious unity. However, various forms of nationalism in Turkey can find supporters. For this reason, it is important to examine how secondary school students understand nationalism and with which concepts they explain it. Qualitative research method was used in this research, which aims to examine how students conceptualize and understand nationalism. Since it is important for the students to express themselves naturally, they were asked to write an essay on nationalism. Student writings were analyzed by content analysis. According to the results obtained within the scope of the study, the students mostly used the expressions "to love homeland and nation" and "to protect homeland and nation" when explaining the concept of nationalism. As the age and grade levels of the students increase, the number of concepts related to nationalism used by students increases. Nationalism is understood differently by male and female students. While female students emphasize the concepts of love and work, male students emphasize the concepts of protecting and independence. Considering the place where the students live, the meaning attributed to the concept of nationalism varies. While the students living in the city center used the concept of love more, the students living in the town focused on the concept of protecting. The most important finding obtained within the scope of the study is that the participants did not base their nationalism on blood ties or religious unity. Students did not use non-inclusive expressions while describing nationalism. For this reason, it was understood that the participants had thoughts compatible with Atatürk's understanding of nationalism.

Although there are differences in identity construction depending on countries and periods, some courses have come to the fore in the education system in each period. In Turkey, the education system in general, and history, geography, citizenship and social studies courses, in particular, have instrumental importance in the construction of identity. When the literature is examined, it can be observed that there are many studies on history, social studies and citizenship lessons for identity construction. However, there is a limited number of studies on identity construction for the geography curricula. The main purpose of this research was to examine the secondary education geography curricula in Turkey in terms of identity and citizenship construction. The study was planned and carried out as a qualitative case study. Case studies often describe the exploration of a bounded system. In this research, the sample was limited to the 2005 and 2018 geography course curricula, and a detailed description was made by using "content analysis" based on the research purpose. As a result of the research, it was determined in both curricula that the national identity theme had the most expressions, and national identity was aimed to be built by presenting details about the geography of the homeland. In addition to national identity, it was determined that there were also contents related to social identity, ecological identity, universal identity, and a limited number of digital identity and religious identity themes. [Paper presented at the International Congress on Geographical Education (3rd, Sivas, Turkey, Oct 14-17, 2021).]

This study aimed to explain the development stages of an online coding application engine (SIGUN) according to the R2D2 instructional design model to support and develop cultural transfer in social sciences education and popularize the national culture. During the definition phase of R2D2, analyzes of needs, learner, task and content were made. In needs analysis, it was decided to develop a coding application that transfers national culture instead of transnational culture in coding education. In the analysis of learners, the coding skills of the students at different grades were examined through samples, and it was decided that SIGUN should be editable according to their developmental characteristics. It was planned to assign tasks to learners in task analysis and to fictionalize the tasks in the prototype through Dede Korkut stories in content analysis. In the design and development phase of R2D2, it was decided to create an online system choosing media and equipment. Subsequently, the design and development process of SIGUN was started creating a draft graphic design interface through determining the development environments. In this sense, a web-based coding engine was developed with various coding languages. The rapid prototype was analyzed for process evaluation as being equipped with national culture elements and thus, the final version was created. Due to its dynamic structure, SIGUN was can be adapted for different developmental stages of children and popularized while transferring abstract and concrete cultural elements with animations.

Homeland is generally the land where one person was born and grew up and also it is a broad concept that includes language, history, culture and family ties as well as being the land that a nation freely lives on. Homeland is not only a physical space, but a strong association of cultures, arts assets, and language, religion and common past together. In this study, it was tried to determine the views of the middle school students living in the Kyrgyz Republic, whose mother or father is a Turkish citizen. This study was conducted with 156 students studying in, the Republic of Turkey Ministry of National Education Kyrgyzstan Bishkek Middle School and in Imam Hatip Secondary School. This school, which is connected to the Republic of Turkey Ministry of National Education and mostly children continued who are the citizens of the Republic of Turkey. In this descriptive survey model, the data were obtained from the open-ended questionnaire asked to the students. In the analysis of the data, content analysis was used. 109 students participated in the survey stated that they see Turkey as the homeland. Students were determined Kyrgyzstan and Russia as a country after Turkey. 4 themes and 9 sub-themes were formed in the direction of the students' thinking about the concept of "homeland". In the research, each theme related to students 'responses was examined separately, and some students' thoughts were also included and interpreted. [This paper was presented as a platform presentation at the 17th Primary Teacher Education Symposium, April 11-14, 2018, Ankara, Turkey.]

Autonomous Republics, although situated within the borders of a state, have the right to govern themselves within their own borders. The most concrete indicator of a state's autonomy is its flag, its national language, its national culture and its national education. In this context, the language and education policies come into play in the building of a new political union and a national identity. For example, Gagauzia (or Gagauzia Autonomous Region), which was shaped by many historical periods from the Ottoman Empire (from the 16th century until 1812) to the Russian Empire (1721-1917) and to the Union of Soviet Socialist Republics (1922-1991), is nowadays within the borders of the Republic of Moldova. It is an autonomous republic with the right to self-government. This paper aims to analyze the language and education policies determined and applied for the Gagauz Turks in Moldova. It is possible to argue that there is a relationship between the notions of "autonomous republic" and "language and education policy." In the autonomous republic, this policy will be described as a policy-based not only on the national identity, but also the plurilingualism.

The aim of this study is to assess the impact that the current status of the country and of the education system has on the identity and place attachment of the students attending the 2nd, 3rd, 4th and 5th grades of the elementary school, in the context of the meanings these students attribute to the concept of homeland via the metaphors they have created and the pictures they have drawn. The study was conducted on 27 male and 33 female students that attend the Yedidalga Elementary School in the Lefke District of Northern Cyprus. Metaphors and pictures were chosen as the tools to assess the students' perceptions of the concept of homeland, and for this reason, the students were asked to reflect their perceptions of the concept of homeland on the metaphors they create and on the pictures they draw. The data obtained were analyzed using the methods of descriptive analysis and document analysis. Students produced a total of 20 metaphors that were categorized into 4 themes about the concept of homeland, and produced pictures, in which they used blue color the most followed by green color. In conclusion, the results of the study suggest that the students' perceptions about the concept of homeland focus mostly on national values and loyalty, and that the elementary school students associated the concept of homeland predominantly with a sense of protection of national values. [The page range on the .pdf (85-98) is incorrect. The correct page range is 84-98.]

Individuals and societies continue and end their lives within the framework of values. One of the most important of these values is the concept of homeland. Homeland refers to the land, where the individuals were born and live in, a piece of which may also be owned by such individuals. The concept of homeland is always given utmost importance in the curricula. In this context, it is important to determine the perceptions of elementary and middle school students towards the concept of homeland in order for foreseeing the love they felt for, and the importance they attach to, the geography they live in. In this study, it is aimed to reveal what students understand from the concept of homeland through metaphors. Phenomenology pattern, one of the qualitative research patterns, was used in this research. The study group of the research comprises 580 students. "Convenience sampling" was used in sample selection. In this study, elementary and middle school students were given a form of incomplete sentences in the following format of "Homeland is like ............... Because ................." as a data collection tool, and then they were asked to write their opinions by filling the blanks. The results of the study revealed that the participants expressed a total of 59 metaphors in relation to the concept of homeland. Based on the metaphors developed by students for the concept of "homeland", 7 categories were created. These categories are; Administration, Vitality, Concrete Object, National Value, Security, Value, Social Environment. The results of the study indicate that particular attention should be paid to the synonyms of the word "Homeland". It would be useful to organize certain activities in order to create a sense of belonging and national awareness among the students.

This study aimed to examine the education expectations of the parents of compulsory education students (primary, secondary and high schools) according the income levels within the context of the human capabilities approach. The study used a qualitative phenomenological research design. The study group consisted of 128 parents of students. Convenience sampling, which is one of the purposive sampling methods, was employed in the study. The descriptive analysis method was used to analyze the data. The findings revealed that parents mostly had social and individual expectations. However, they were found to differ by income groups. The most frequently expressed expectation, on the other hand, was having a good job and serving the nation and country. [The page range on the article (p985-1004) is incorrect. The correct page range is p985-1003.]

Identity distinguishes an individual from other individuals, but it also unites individuals with other individuals with similar characteristics. This study aims to investigate the religious identity perception of prospective teachers. To this end, the study enrolled 78 male and 228 female students from three different departments (Social Studies Teaching, Classroom Teaching, and Science Teaching) of the Faculty of Education in a state university in Turkey. The data were collected via "The identity Attitudes Scale" developed by Yazici (2016), and "The moral Identity Questionnaire", adapted to Turkish by Sariçam and Çelik (2018). The study employed the relational screening research design, one of the qualitative research models. In the analysis of the data, T-test and ANOVA were utilized to analyze the variables of identity types in terms of socioeconomic backgrounds and gender types. Also, multiple regression analysis was used to explore to what extent identity types predicted religious identity. The results revealed that religious identity perceptions differed depending on socioeconomic levels but not on gender. Besides, it was found out that prospective teachers' ethnic and moral identity perceptions did not correlate with their religious identity perceptions, however, their political, national, and sexual identity perceptions predicted their religious identity.

This study provides a much-needed socio-political perspective on language teaching in Turkey and identifies key influences and orthodoxies past and present and their impact on current practices of language learning. The researchers provide a refreshing critique of successive cycles of policies and how they have variously sought to secure starting with imperial, nationalist, and contemporary populist ambitions of language teaching in the classroom and beyond. Almost 150 years of such efforts have frequently shoehorned teaching practices with inevitable consequences for language acquisition from primary education to university. Along with the contemporary educational changes before and after the foundation of the Turkish Republic, the researchers aim to shed light on the chronological records of language teacher education by drawing parallelism between general teacher education and language teacher education in Turkey. The paper concludes with suggestions for improving our understanding of present-day challenges in a field that remains fundamental to the future of the country.

The world has witnessed a democratic decline in 29 countries worldwide during the last decade in the context of rising nationalism and right-wing populism. Political transformations of this scale can reshape the higher education field because governments have legislative power, financial tools, and control over political and economic environments. My research investigates the effect of democratic backsliding on the university autonomy in countries with worsening democratic conditions. This study employs the comparative case study method of Turkey, Hungary, and Poland. The friction between external political pressure and university autonomy offers a unique opportunity to observe how the universities change owing to slow and steady political transformations and represents an essential field for current and future research. This study contributes to the emerging literature of crisis and precarity in higher education by offering interdisciplinary analysis of institutional change and resistance.

This study aims to find answers to the question: What kind of person should the Turkish education system raise? To evaluate the participants' responses thoroughly, the phenomenology method has been used. The study group includes 185 teachers and school administrators working in Sivas city centre. To reach out to more participants, the data have been obtained by a survey developed by the researcher. Four categories, academic, social, individual, and ethical, have been identified as a result of data analysed with content analysis. The data have been presented according to the variables of school type and positions. According to the findings, it has been found out that teachers' order of preference about the kind of person to be raised is individual, academic, ethical, and social characteristics; administrators' order of preference is academic, individual, ethical, and social characteristics. Sentences have been formed about the kind of a person to be raised by the variables of school types and positions in the study. In this regard, considering participants' priorities, common phrases have been brought out to be 'having critical thinking, ethical, national and moral values, and love of country and nation'.

Textbooks can change, shape, and affect the formation of identity of those who learn the target language rather than teaching the language. In this study, the textbooks determined by the Ministry of National Education and used for English lessons in public high schools were analyzed with the content analysis method in terms of national identity and global identity elements. The study included textbooks and workbooks used in state high schools' all grades. The data show that the books used as a textbook in public high schools, except 10th grade contain global identity elements more than national identity elements. Another important finding is that the 10th grade English textbook includes elements of national identity more than global identity elements. The results of the current study show that the textbooks prepare language learners for a global identity but also help them create a national identity in state high school, Turkey.

Given the broad public appeal of WWI commemorations and in consideration of their inclusion in school curriculum, the question is raised of how do Turkish and Australian students view the importance and ways of commemorating the Gallipoli campaign? This comparative study, the first of its kind approaches this current gap in understanding how high school students view this historical event. The focus of this paper is to report on research conducted in Australian and Turkish high schools during the centenary years of WWI commemorations. 185 high school students agreed to participate and share their perspectives on commemorating Gallipoli and to respond to a series of five sources provided to them as part of the research activity. How students responded to the sources and engaged with questions of commemoration is detailed throughout this paper.

The aim of this research is to introduce the opinions of the social studies teachers who receive education in USA and Turkey in relation to the concepts of nationalism, patriotism and global citizenship comparatively. The basic research design belonging to the research is of a case study model. The multiple techniques have been used to transform the data sets to findings. According to the results of the research, it becomes evident that the constructive patriotism attitudes that belong to the participants from both countries are high and if comparison is made, the blind patriotism attitudes that belong to the participants from Turkey are higher than the participants from USA. On the other hand, if the global citizenship attitudes are taken as a basis, the participants from USA are more prone to global citizenship in comparison to the participants from Turkey.

In Turkey, as in all countries of the world, education is regarded as the sole means of modernization, progress, civilization, productivity, and sustainability of all these things. The aim of the Turkish education system is to raise students with the national, moral and cultural values of the Turkish nation, to educate them as citizens of a social law state, and solve the existing or potential problems that may arise in the future. The most important document that shows how this aim will be achieved in the country is the curriculum. The purpose of this study is to reveal the frequency of the social issues included in the current curriculum at the elementary education level. Within the scope of the study, social issues presented by sociologists were established through e-Delphi panels, coded under seven titles by researchers, those who were thought to bring solutions to these problems were counted by descriptive analysis method in the specific aims, themes and achievements of the curriculum used at elementary level. Results show that curriculum adopted at the elementary education level include mostly issues related to individual life and individualization, socialization, democratic life and democratization while economic issues, and issues related to family, environment and urbanization are emphasized less. These findings are discussed with other research results.

This paper is based on an empirical study examining Turkish and Kurdish teachers' perception of the national ideology of Kemalism and its effects on Kurdish pupils. A semi-structured interview was conducted with 30 teachers working in the east/southeast provinces of Turkey, which are predominantly inhabited by Kurds. The findings revealed that the Kemalist ideology has serious negative effects on Kurdish pupils, as it directly excludes and alienates the Kurdish identity. This paper also showed that the dominance of Kemalism in education seems to trigger a lot of other issues existing in society such as the exclusion of non-Turks and polarisation.

Australia's involvement in World War I, currently in its centenary years of commemoration, continues to capture the public's imagination in a way that arguably surpasses all other historical events in Australia's history. This is particularly in terms of popular culture representations such as advertising, film, and television; children's literature; popular and academic history publications; and educational resources at primary, secondary, and tertiary levels. So pervasive is the public's awareness of Australia's first major military campaign, Gallipoli, that by the time high school students in year 9 study the unit on Australia's involvement in WWI, they are already familiar with the common tropes of narratives surrounding this event, however inaccurate they may be. This paper reports on research conducted in three Australian high schools that provided students with a collection of five sources and a series of questions to answer about the Gallipoli campaign as a historical and commemorative event. The research is interested in understanding how the Gallipoli campaign is perceived at the time of its 100- year anniversary and to see whether or how students reflect collective memory and official history in their own narratives of the nation.

In this research, images related to national identity were examined in history textbooks. In the first stage, nationalism, the historical course of the Turkish national identity and related literature were examined, and some components of national identity were determined. Various categories related to national identity have been formed from the elements obtained. The data about the categories were collected through document analysis. In the second phase, 8 history textbooks taught in the years 1930-2014 were selected as samples. Content analysis was used in the examination of the mentioned textbooks, and quantitative method was chosen in data analysis. In this context, data obtained by document analysis were analyzed with SPSS 13 statistical program. Chi-square tests, Bonferroni corrections for chi-square tests and graphs were used in the analyzes. The significance level for all analyzes was taken as 0.05. In the research, it was determined that republic values and revolutions, national struggle and the images related to the founder leader Mustafa Kemal Atatürk be a most used in Turkish Republic Revolution History and Kemalism textbooks concerning national identity. In addition, it has been found that the images of national symbols such as homeland maps, flag, parliament, and capital are used too much for the national identity.

Competitions between countries occur in every field, from science to industry. This competition is inevitable in the field of sports, which is the greatest feature of publicity in countries, one of the tools of getting political advantage and the greatest focus of global capital. This competition, which is seen in the fields of sport, sometimes becomes extreme and situations arise which are far from reflecting the nature of sports. Especially the efforts of athletes to represent their countries in the best way sometimes cause them to behave inappropriately to their opponents. Thus, the purpose of this study is to find out whether athletes' being on the national team has any effects on their moral structure and to find out whether the attitudes they show to their opponent during competition are ideological or moral. Phenomenologic design was used in the study which was prepared with qualitative research method. The sample group of the study consists of 10 athletes in the junior national team who were determined with maximum variation sampling method. Individual interviews of an average of 10-12 minutes were conducted with the athletes within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and their expressions would later be converted into text to avoid data loss; the interviews were recorded after the necessary permissions were taken. Descriptive and content analysis method were used to analyze the expressions converted into text. Analysis results showed that the athletes stated that being on the national team had positive effects on moral structure due to motivating factors such as representing one's country and being role models and that they were led by their moral structure while competing with their opponents.

No matter what the era is, history lesson is one of the leading of the courses that will provide the nations to comprehend the awareness of being a nation. For that reason, history education and teaching is permanently essential. History is the lesson that provide the nations to adapt the values they have, sustain these values through the awareness of protection and provide nations not to lose these, and help people understand the past and present. History has constantly protected its significance due to providing people to make inferences from the experiences, obtain some values, transfer the human values, and proving the negative behaviors such as injustice, malignancy, and wrong and positive behaviors such as justice, honesty, correct and goodness. For that reason, in this study, history lesson curriculums in Turkey were investigated in terms of the values, and the values required to be provided to the students in these programs were determined. Although the history lesson was taught through a program understanding without a specific purpose until 1971, some of these values were noticed to be provided during this period. Since 1971, it could be noticed that the values expected for the students to acquire have been included in purposes section of the history lesson in all history curriculums and program changes. National unity and solidarity is the leading of the values required to be provided, and the values related to a human model constitutional order aims to be raised has also been noticed to be included in all these curriculums.

Purpose: This article shows the effects of competing political forces on citizenship education in Turkey during the period of commitment to European Union (EU) accession (1999-2005). Methodology: It draws on textbooks, archival documents and interviews. Whilst Turkey had a history of civic education to promote a secular national ethos and identity, the post-Cold War democratisation movement encouraged the Turkish government in 1995 to attempt to internationalise civics by adding human rights themes. Findings: This effort occurred at a time when the hegemony of the secular nationalist establishment was challenged by the electoral rise of an Islamist party. Although Citizenship and Human Rights course suited the purposes of the secular nationalist establishment, after the EU recognised Turkey as a candidate in 1999, a new political Islamist government, elected in 2002, chose first to align the course with its ideology and later decided to repeal it. By exploring the evolution of the curriculum in a crucial period in which political power was switching from the ideology of secular nationalism to that of religious (Islamist) nationalism, the present study illustrates ways in which external and internal influences may affect citizenship education. In particular, it contributes to debates over the role of international agencies in curriculum change in citizenship education.

The implementation of sending scholarship students abroad that started in the 19th century by Sultan Selim III in Ottoman Empire continued during the period of other Sultans became a significant reference point for the abroad scholarship policy of Turkey. The students that were firstly sent abroad especially for military training, were sent to other countries such as France, Germany, Switzerland, Austria, Prussia, England, Belgium and Russia so as to have an education in various areas in the following years. In this paper, the legal arrangements for choosing scholarship student's selection process, rights, and obligation are dealt. Then, national and international factors that triggered sending scholarship students abroad are addressed in order to have a wide understanding of the implementation process of the scholarship program. Finally, the achievements of the Ottoman Empire due to the success of scholarship students are put forth by examining the study areas and countries of the students.

The purpose of this paper is to reveal the perception of nationalism of pre-service teachers who will teach Social Studies course in a multidimensional manner. In the study, a total of 381 pre-service teachers who study in department of Social Studies from different universities located in different regions of Turkey was defined as the study group and a descriptive model was used as the basis of the research design. The data include both quantitative and qualitative dimensions. In the scope of the research, a questionnaire was created to determine pre-service teachers' perception of nationalism. This form consists of three sections. The participants' demographic data, opinion questions and the nationalism perception scale are presented in the sections, respectively. The questionnaire was applied to the pre-service teachers studying in different regions of Turkey. At the end of the research, various results were obtained regarding the nationalism perceptions of pre-service social studies teachers.

The aim of this study is to determine the secondary school students' views about the intangible cultural heritage (ICH) elements, which are in the social studies curriculum, and to raise awareness of these elements if there is any intangible cultural heritage in their neighbourhood. This study, which is based on the qualitative research method, was conducted in phenomenology design. The study group of the research consists of 25 students studying in schools in Bartin Province centre and its villages. In the study, data were obtained from semistructured interview forms. Content analysis was used in the analysis of the data. According to the results of the research, students are confused about the concept of ICH elements. It is seen that students' attention toward cultural events could not be transferred to practice, were negatively affected by technological developments and the experience of families about ICH elements are effective on students' attitudes toward cultural heritage elements. According to another result obtained in the research, the students who participated in the study gave more examples about social rituals, festivals and children's games for ICH. When the given examples are examined, it is seen that there are examples for the ICH elements from the immediate surroundings of the students. In addition, students stated that the protection of cultural heritage is necessary for the protection of the national identity.

The purpose of this qualitative research to determine the values teachers wish to bring to them in the Social Studies Lesson they have first in the school and to ensure that those values are classified under specific categories. The research is organized in the framework of phenomenological approach, which is one of the qualitative research methods. The study was conducted in the school year of 2014-2015 with the participation of 134 form teachers in total assigned in the city of Isparta. The data in the research was gathered by using semi-structured interview form. The data obtained was analysed by using content analysis technique, which is widely used in qualitative research techniques. According to the findings obtained, the values to give to the students in Social Studies Lesson are classified in two category as intrinsic and extrinsic. Intrinsic values are classified as religious, personal, humanistic, and familial while extrinsic values are classified as environmental, national, knowledge-based, and customary values. This study has shown that it is essential to lay a foundation of a number of values just as soon as children start school.

This paper is aimed to determine the relation between reading comprehension skill and TEOG success. In this research, a mixed research method, sequential explanatory mixed design, is utilized to examine the relation between reading comprehension skills and TEOG success of 8th grade students throughly. In explanatory sequential mixed design researches, the research primarily begins with collecting and analyzing quantitative data. After this first stage, qualitative data are collected and analyzed. In the second stage of the research, qualitative stage, the results of the first stage (quantitative) are followed. The sampling of the research is 586 (304 male, 282 female) 8th grade students in total receiving education in different schools of Sivas in 2015-2016 school year. It is concluded that students who read more and understand what they read achieve more success in TEOG. In the light of the results of this research, considering the fact that TEOG exam system makes reading comprehension skill much more prominent.

The purpose of this study is to determine how students in a south-western province of Turkey employ historical significance which is one of the second order concepts of historical thinking. 44 11th and 12th grade students participated in the study. They were asked to identify the most significant 10 persons in the history and provide their reasons for selecting each person. A total of 127 people are determined by students as significant. Each person identified by the students are given a score according to a formula developed by the researchers. Thus 10 people with the highest score determined by the most significant person history. Analysis of these 10 people along with remaining of the list revealed that students are unable to employ professional standards to differ significant people from those who are not. Rather they are quite personal and subjective with regard to selections they made. Additionally it has been revealed that they choose people only from Turkish history, their selections characterized by people from relatively recent past, and paucity of female figures in list raised concerns regarding content, curriculum and instruction of history and social studies courses in Turkey.

The current study aims to investigate social studies and science teachers' attitudes and classroom practices associated with controversial issues. The study is a qualitative research based on data collected through interviews and observation. Social studies and Science teachers participated in the current study which was conducted in Kirsehir, a city in the center of Turkey, during the 2012-2013 academic years. Data were collected through classroom observation and interviews with teachers. In this study, teachers' positioning during controversial issues are determined by Kelly's (1986) positioning classification: Exclusive Neutrality, Exclusive Partiality, Neutral Impartiality, and Committed Impartiality. According to results of the research, violence against women, education system, terrorism and nationalism are the leading issues among the controversial issues that both social studies and science teachers listed in Turkey. In relation to their area, social studies teachers stated that the issues such as Kemalism, democracy, military coups, and deep state, which are associated with recent history of Turkey, were among the important controversial issues. Science teachers on the other hand stated issues such as cancer and anti-toxic foods and global warming among the controversial issues in Turkey. Both social studies and science teachers stated that the most frequently encountered problem in discussions was lack of knowledge by students. Whereas social studies teachers stated that their priority goals were particularly to raise active citizens and to set up a democratic classroom environment, science teachers pointed to raising scientifically thinking students and increasing students' knowledge as their priority goals. During in-class discussions teachers take some positions. The positions stated by the teachers and in-class observations of them conflict. Whereas the teachers stated that they prefer the 4th and 3rd positions, the in-class observations showed that they mainly adopted the 2nd position. Results of observations in social studies classes show that teachers definitely stated their positions about the discussed issue as a priority; they tried to teach the students their positions about the issue; and occasionally about some issues, they told just their positions.

It can be said that French Revolution, which broke out in 1789, affected Europe deeply in freedom, equality, and particularly with the ideas of nationalism. New values were introduced with the nationalism. With the new symbols, national states sought to give the community a new identity. Within this new formation, political powers in the adoption by the community and in its efforts to provide legitimacy, transfer tools to future generations are extremely important. In this context, the teaching of history is of great importance. In this study, a field survey was conducted on the lesson called Ataturk's Principles and History of Revolution which have aims such as being able to teach the stages of foundation of the Republic of Turkey and to transfer the information to future generations. In that study, it was also aimed to find out information about the methodology of the lesson which has great importance on the development of the consciousness of Nationalism and citizenship and about the founder of Turkish republic Ataturk. In this study a survey model was used. The students, who were studying in Kirsehir in the 2010-2011 academic years, set the population of the survey. To collect data in the survey, a questioner is used with the aim of discovering the opinions of the students about the course of Ataturk's Principles and History of Revolution. In the analysis, the t-test is used and the method of single factor variance analysis (ANOVA) and percentage frequency is used. (Contains 6 tables.)

The purpose of this study is to examine Social Studies textbooks in terms of national and global citizenship. The research was carried out using qualitative research methodologies. Interpretive thematic analysis was used to examine the social studies textbooks from 4th grade through 8th grade. The analyses showed that the Social Studies textbooks put more emphasis on national citizenship but they inadequately deal with global information so as to create global sensitivity. The Social Studies textbooks do not adequately discuss economic, social, political systems, cultural differences and problems in both national and global scales. The Social Studies textbooks tend to be guided by nationalist and republican policies while they offer limited content and activities for students to improve their competences for political literacy, participation, critical thinking, respect for diversity and conflict resolution.

This article discusses some perspectives on citizenship education in Turkey and Britain in the context of current contested discourses on the nature of European identity and of the European Union (EU). It is based on data collected during an EU-funded student teacher exchange programme between three universities in Turkey and Leicester University in the United Kingdom. The programme facilitated participants' investigations of their understandings of citizenship and citizenship education in Britain and Turkey. Data was collected by questionnaire from 581 Turkish student teachers and 85 British student teachers involved with citizenship education and, during the exchange visits, through focus group interviews with 14 British and 14 Turkish students. Both groups thought citizenship education was key to creating "good citizens" in their countries, but the nature of this citizenship was perceived to differ between countries. The Turkish students placed a strong emphasis on national identity and Turkish citizenship, whilst the British students focused more on democracy, social justice, global citizenship and human rights. Students from both countries questioned the efficacy of the pedagogical approaches that they observed during school visits in each other's countries.

Over the past two decades, human geneticists have substantially embraced the concept of "biogeographical ancestry" to account for the racial, ethnic, and linguistic categories they use to analyze and interpret genetic difference. Understanding the ongoing role of these categories in human genetic research therefore requires attention to geneticists' representations of geography, particularly the geographic maps they use to illustrate gene distribution and migration. This article examines how the methods and imagery of international genetic geography and its major evolutionary narratives have reinforced or refashioned nationalist practices of geography in the Middle East. Geneticists simultaneously conceptualize the region's physical space as both a historical "crossroads" of human migration and the birthplace of distinct gene sequences and civilizations, alternately blurring and sharpening the boundaries between Europe and Asia. Focusing on genetic research in Turkey and Iran, this paper analyzes how geneticists draw and interpret geographic maps of the region while selectively erasing or highlighting state borders. These genetic maps negotiate between the idealized aims of international projects to reconstruct human evolutionary history, and the reality of practicing science under the constraints of nationstate politics. [ABSTRACT FROM AUTHOR]

For voters, phenomena such as increasing feelings of nationalism, the transformation of the perception of foreign powers into a political tool by the government, and the pursuit of polarisation politics by making the opposition enemies, push the importance of the economic crisis towards the back of the list of concerns for the voters. The general elections that took place between 1980 and 2018 are examined and the economic voting behaviour is explored in this study, especially in terms of periodical developments in Turkish politics. It is obvious that the economic voting model was an important determinant on the Turkish voters in the elections until 2008. However, ideological factors, strong leadership analysis or other indicators have started to replace the economic voting model in Turkey with serious political changes after 2008. In this context, this study is aimed to make an important contribution by filling the gap in the literature on economic voting in Turkish politics. [ABSTRACT FROM AUTHOR]

This research examines the language used in media articles with framing content against Turkey in the Balkans, specifically in Albania and Kosovo. Albanian national identity and the nationalism that arose following the breakup of the Ottoman Empire have periodically resurfaced throughout modern history. Today, Albanian nationalism can sever ties with modern Turkey, often portraying the past and present in a negative light. The study focuses on how Albanian media with a nationalist perspective covered the construction of a Turkish memorial in Tirana's park, which was intended as a symbol of friendship between the two countries and as a tribute to the martyrs of July 15th. A total of 69 news articles were analyzed using both quantitative and qualitative methods, and categories of news framing related to a nationalist perspective in the journalists' reporting were identified. The results showed that media outlets in both countries covered the event, but Kosovo media displayed a higher level of framing against Turkey, despite the fact that the event took place in Albania. This nationalist approach suggests that Turkey continues to be perceived as a geostrategic, political, and cultural threat to the Albanian nation in the Balkans.

This article examines possible strategies for preserving the national identity of Ukrainians living outside of Ukraine, specifically in the Republic of Turkey for many years, as well as those who were forced to leave Ukrainian territory due to Russia's open military aggression against Ukraine in 2022. The research material is based on the achievements of the Ukrainian community in the Turkish city of Bursa, which is one of the largest cities in the Republic of Turkey. The close proximity of Bursa to Istanbul, and therefore to Turkey's major transportation hub, led Ukrainians to choose this city for temporary residence outside of Ukraine as a result of the Russian-Ukrainian war. Despite the fact that the Turkish government does not extensively cover the events currently taking place in Ukraine in the majority of media outlets, has not imposed sanctions against Russia and the increasing number of Russians in Turkey, the Ukrainian community is making significant efforts to preserve, promote, and manifest the Ukrainian language, culture, and unity. The study focuses on the means and methods that have contributed to the exploration of these paths. It analyzes the achievements of Ukrainians in the fields of education, politics, religion, and culture. The article also highlights certain volunteer initiatives, including online volunteering, by Ukrainians, particularly those who were forced to leave Ukraine due to the full-scale war, in the city of Bursa. [ABSTRACT FROM AUTHOR]

A monument constructed in the dynastic beginnings of the Ottoman Empire, the 14th-century Yeşil Camii (Green Mosque) was one of the first buildings sponsored after the conquest of the Byzantine city Nicaea (İznik). Commissioned by C, andarlı Kara Halil Hayreddin Pasha (1364-1387), the mosque became a landmark of a burgeoning Ottoman government that soon reigned over three continents. With the proclamation of the Republic of Turkey in 1923, the centuries-old Ottoman Empire, with all its institutions, was abolished. The Türk Tarih Tezi (Turkish History Thesis) became the propaganda of the nation-state, denoting a national spirit among Turks in all periods of history. In this historicist reading, the Green Mosque became a beacon signifying the zeitgeist of pure national building forms for the Turks. In the late 1930s, the secular appraisal of this thesis began to wane in favor of a religiousethnic reading. Imperial monuments with an Islamic past came to befit the locus of Turkish identity. Nevertheless, the ideological transformation of the Green Mosque transcended any objectifying vision. The nationalist lens shifted, emphasizing Muslim-Turks over the Turkish race and iterating a formal revelation of the Green Mosque that has perpetuated the long-standing understanding of the building. This essay presents the Green Mosque in view of the texts written by prominent architects and historians, against the backdrop of crossing boundaries between architectural historiography and nationhood of space, from early beginnings to the 1980s. [ABSTRACT FROM AUTHOR]

A monument constructed in the dynastic beginnings of the Ottoman Empire, the 14th-Century Yeşil Camii (Green Mosque), was one of the first buildings sponsored after the conquest of the Byzantine city Nicaea (İznik). Commissioned by Çandarlı Kara Halil Hayreddin Pasha (1364-1387), the mosque became a landmark of a burgeoning Ottoman government that soon reigned over three continents. With the proclamation of the Republic of Turkey in 1923, the centuries-old Ottoman Empire, with all its institutions, was abolished. The Türk Tarih Tezi (Turkish History Thesis) became the propaganda of the nation-state, denoting a national spirit among Turks in all periods of history. In this historicist reading, the Green Mosque became a beacon signifying the zeitgeist of pure national building forms for the Turks. In the late 1930s, the secular appraisal of this thesis began to wane in favor of a religious-ethnic reading. Imperial monuments with an Islamic past came to befit the locus of Turkish identity. Nevertheless, the ideological transformation of the Green Mosque transcended any objectifying vision. The nationalist lens shifted, emphasizing Muslim-Turks over the Turkish race and iterating a formal revelation of the Green Mosque that has perpetuated the long-standing understanding of the building. This essay presents the Green Mosque in view of the texts written by prominent architects and historians, against the backdrop of crossing boundaries between architectural historiography and nationhood of space, from early beginnings to late 1980s.

Turkish foreign policy, largely characterized as political selfishness, reflects the set of ideological concepts known as the new Turkish nationalism, which makes the country a rather difficult partner to deal with. This article examines the problem of the new Turkish nationalism. It focuses particularly on the Turkish-centric integration under the “neo-Ottoman” foreign policy as a new form of Turkish nationalism, which is especially evident on the space of the so-called “Turkic world”. The authors analyze the main features of Turkish nationalism in the econom ic, political, cultural, and educational spheres. They note that in the humanitarian sphere Turkey continues to focus on the “common Turkic” institutions as well as the ideas of the pan-Turkism ideologists of the past amidst the urge for unification. Moreover, the article considers the concept of Turkey’s self-perception as a “hub”, which generally occurs in all the above-mentioned areas. At the same time, all cases under study are affected by the populist expressions of the Turkish political elite about the unity of the Turks of the world.