Imagined communities: Reflections on the origin and spread of nationalism

The increasingly multicultural fabric of modern societies has given rise to many new issues and conflicts, as ethnic and national minorities demand recognition and support for their cultural identity. This book presents a new conception of the rights and status of minority cultures. It argues that certain sorts of 'collective rights' for minority cultures are consistent with liberal democratic principles, and that standard liberal objections to recognizing such rights on grounds of individual freedom, social justice, and national unity, can be answered. However, Professor Kymlicka emphasises that no single formula can be applied to all groups and that the needs and aspirations of immigrants are very different from those of indigenous peoples and national minorities. The book discusses issues such as language rights, group representation, religious education, federalism, and secession - issues which are central to understanding multicultural politics, but which have been surprisingly neglected in contemporary liberal theory.

Multicultural Citizenship: A Liberal Theory of Minority Rights

Although stigma is prevalent in everyday life, consumer researchers’ interest on the topic remains scant and focuses mostly on stigma management. We move beyond individual coping strategies and examine the processes of stigmatization and destigmatization. Through an ethnographic study of fashion consumption practices of urban Turkish covered women, we explore how veiling, a deviant practice stigmatized in the secular and urban mind-set, first became an attractive choice for some middle-class women and then transformed into a fashionable and ordinary clothing practice for many. We map out the global multi-actored work that underlies the emergence of veiling as an attractive choice and explicate its gradual routinization and destigmatization. We discuss the findings in terms of their implications for understandings of choice and free will, the formative role of fashion in the evolution of a new habitus and social class, and the relationship between the market and religion.

/pdf/veiling-in-style-how-does-a-stigmatized-practice-become-2p2e2pdk9j.pdf

Veiling in Style: How Does a Stigmatized Practice Become Fashionable?

The headscarf continues to be a highly charged political issue in Turkey where it is often understood through the prism of the opposition between so-called Islamists versus secularists. My work brings together feminist scholarship on the politics of everyday space and recent rethinking of the categories of secularism and religion. I begin by situating this politicized debate in the everyday material contexts of the public square, the street, and the mall. By introducing popular culture (notably the film

The intimate politics of secularism and the headscarf: the mall, the neighborhood, and the public square in Istanbul

Citizenship in a Global World: European Questions and Turkish Experiences

Citizenship education in Turkey has been a part of the state-centric modernization project involving the transformation of public and private lives of Turkish citizens. Although there has always been a separate course on civics, citizenship education emerges as a cross-curricular theme in the Turkish educational system which aims at creating a self-sacrificing and patriotic citizen. Besides its particularistic content, however, Turkish citizenship education also involves references to a universal conception of citizenship in line with Turkey’s aspiration to be a member of the European Union. This paper presents a historical frame and breaking points for citizenship education in Turkey from its foundation to the present. It critically examines paradoxical content of the current citizenship and human rights education curriculum.

/pdf/the-state-of-citizenship-education-in-turkey-past-and-1r7t0pg98i.pdf

The State of Citizenship Education in Turkey: Past and Present

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 a...

Citizenship, nationality and minorities in Turkey's textbooks: from politics of non-recognition to ‘difference multiculturalism’

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 educati...

‘No‐one respects them anyway’: secondary school students’ perceptions of human rights education in Turkey

Islamic literature in contemporary Turkey : from epic to novel

The paper introduces and critically evaluates the new Citizenship and Democracy Education course in the Turkish curriculum. This course has been introduced as a mandatory subject in grade 8 per one hour a week in the 2011-2012 academic year. Following the comprehensive 2005 curriculum reform, Citizenship and Human Rights Education courses had been abolished and these themes had been distributed to the curriculum of different courses. However, recommendations of academics and international bodies such as the Council of Europe on the advantages of having a distinct course on citizenship and human rights have led the Ministry of National Education to reintroduce a compulsory course covering these themes. The new course seems to be a human rights education course with its emphasis on rights and responsibilities. It could be considered a progressive step in this regard. However, the implication that educating people about their rights could be a basis of democratic citizenship might not be realized in present Turkey where internal conflicts based on religious, ethnic and language-based differences are becoming salient. The paper argues that democratization of citizenship in Turkey requires not only an education about rights but also the questioning of the current difference-blind civic republican notion of citizenship. It draws attention to the necessity of the development of a new political framework and a related citizenship course that would allow for peaceful coexistence of cultural differences.

Turkey’s New Citizenship and Democracy Education Course: Search for Democratic Citizenship in a Difference-Blind Polity?

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