The politics of Turkish nationalism

Kuzu, Durukan

doi:10.4324/9781315143842-6

Cited by 3 publications

(2 citation statements)

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“…Opposing Ottoman heritage, this new modern state was imagined as secular and Western, and nationalism had been one of Atatürk's six principles as Türkiye's official ideological infrastructure. Yet the question of “who is a Turk?” (ethnically and nationally) has garnered different answers over the past century, starting with the secularizing influence of Atatürk (president 1923–1938), and with the emphasis now, in the modern state, falling on adherence to Sunni Islam and ethnic Turkishness (Criss, 2010; Kuzu, 2019). That is, the nationalist ideology that founded Türkiye in the first place has been supplanted with ethnic and religious majoritarian ideologies.…”

Section: Background Literaturementioning

confidence: 99%

“…Neo‐nationalism in Türkiye is represented in literature as a new expression of nationalist influences dating to the early 20th century. With its founding constitution of 1924, the ambition has been to forge “one people out of many, one prototype of Turkish citizens who would first and foremost be loyal to their own state” (Kuzu, 2019, p. 73). Opposing Ottoman heritage, this new modern state was imagined as secular and Western, and nationalism had been one of Atatürk's six principles as Türkiye's official ideological infrastructure.…”

Section: Background Literaturementioning

confidence: 99%

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Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye

et al. 2023

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In this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo‐nationalist discourses and rely on data from online conversations among preservice and in‐service teachers of English in Türkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issues of social justice (particularly for minoritized immigrant students) and to have a discursive and experiential space in which to negotiate their language teacher identities (LTI). Gathering 117 teachers from five universities (three in Türkiye, two in the US) and underserved school districts in both contexts, this telecollaboration is our pedagogical, agentive response to dominant neo‐nationalist discourses in the two countries. To make quantities of data more manageable, we analyze interactions from one‐third of those 117 participants (five of 15 small groups) to address this research question: How do preservice and in‐service teachers from Türkiye construct their teacher identities in response to neo‐nationalist discourses in their sociopolitical context? In particular, how do they engage in this identity work through asynchronous small‐group discussions in a social justice‐focused telecollaboration with teachers from the US? Findings indicate that participants from Türkiye discussed teacher agency, conservatism and cultural difference in the society, and discrimination/xenophobia against refugees as important factors that shape their work with minoritized English language learners. They experienced tensions in their identity construction between their desire to advocate for their students and the external forces coming from meso‐ and macro‐level policies that impact their instruction and assessment procedures. We discuss our findings in relation to previous research on language teacher identity and social justice in sociopolitical contexts shaped by neo‐nationalist discourses. We also share the implications of our study for pedagogizing identity in teacher education.

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Section: Background Literaturementioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%