https://orcid.org/0000-0002-2250-7254
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Abstract
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.
Additional information
Notes on contributors
Gökhan Önal
Gökhan Önal works as an assistant professor at Bolu Abant İzzet Baysal University (BAIBU). After receiving his master’s degree from BAIBU in 2012, he finished his Ph.D. in social studies education at Marmara University in 2017. He spent a total of two years in UCL Institute of Education during his MA and Ph.D. His research interest is focused on history and citizenship/human rights education.
Çiğdem Baki Pala
Çiğdem Baki Pala works as a doctor research assistant at Marmara University in İstanbul. After receiving her MA from Karadeniz Technical University in 2012, she got her Ph.D. in social studies education at Marmara University in 2020. Her research interest is focused on history education and teaching controversial issues.