Turkey's Kurdish Question From An Educational Perspective Hardcover

Adem Ince

Turkey's Kurdish question is a long-standing issue which gained special importance after the start of armed conflict between Kurdish insurgents and Turkish security forces. Despite multiple failed attempts to solve the Kurdish question, it remains the most significant issue in Turkey today. This book approaches Turkey's Kurdish question for the first time from an educational perspective. It scrutinizes the relationship between the ideological Kemalist education and the challenges facing Kurdish pupils educated in Turkish public schools. Turkey's Kurdish Question from an Educational Perspective represents a comprehensive examination of all major factors in education-teachers, curriculum, policy documents, educational attainments and textbooks-that might possibly affect Kurds. It sheds a critical spotlight on the educational side of the issue, offering a summary of existing challenges, ways to deal with these problems, and the proposal of long-term solutions to achieve permanent peace in the region.

9781498566162

English

Lexington Books

29-Nov-17

226

Adem Ince is lecturer in the faculty of education at Siirt University.

A compelling critique which is highly deserving of a wide audience concerned with questions of state and national education. A book of international significance which raises serious concerns about the future of Turkish education, impeccably researched and engaging with an important agenda of topical issues, this book is an important and much-needed addition to the literature in this field. -- Ian Law, Centre for Ethnicity and Racism Studies, University of Leeds Based on extensive interviews and a thorough analysis of key textbooks, this study casts valuable light on the experiences of both teachers and Kurdish language users within the Turkish education sector. It is a vital resource for anyone interested in the social dynamics of the region and issues of minority identity within the classroom more broadly. -- Tim Jacoby, University of Manchester