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AYKAÇ, GÜLŞAH

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GÜLŞAH

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    PublicationOpen Access
    The establishment process of Türk traktör between 1948 and 1963: a critique of ‘modernization’ as development in Early Cold War Turkey
    (2023-09-01) AYKAÇ, GÜLŞAH; Iplikci M., Aykaç G.
    Beginning with the Marshall Plan, the political and economic strategies of the United States shaped Turkey’s modernization desires. Modernization was reflected in various urban and spatial applications, such as the building of new factories, dams, and highways constructed with American capital and service. Turkey’s first tractor factory, established in 1954 with an American partner, Minneapolis-Moline, offers productive grounds for research that addresses modernization discourses on the ‘Western’ development models of the period. The tractor factory was opened in the building of a formerly aircraft engine factory in Atatürk Forest Farm representing modernization programme of the young Republic. This change from production of aircraft engines to the production of tractors represents a shift in the modernization paradigm from early Republican period to the Cold War Turkey. The establishment process of a tractor factory was in line with technological developments in agriculture, which had a role in urbanization in accordance with both industrialization and reduction of the rural workforce in developed Western countries such as the US. However, this multidisciplinary study highlights the rural and urbanization contradictions of Turkey and the dynamics of the period regarding the dilemma of modernization as development.
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    PublicationOpen Access
    Bir Ankara kartografyası: Ölmeye yatmak ve başkent oluşun mekânları
    (2023-10-01) AYKAÇ, GÜLŞAH; Aykaç G.
    Adalet Ağaoğlu, Dar Zamanlar olarak bir araya getirdiği dört romandan oluşan serisinin ilk romanı Ölmeye Yatmak’ta başkentin ağırlıklı olarak 1938 ve 1960 yılları arasını ele alır. Bu makale Ölmeye Yatmak’ı bir kent kartografyası olarak tartışmaya açmaktadır ve başkent oluşun mekânlarını romandaki mekânsal anlatıları yan yana koyarak yeniden okumaya niyet etmektedir. Yöntem olarak edebiyat, kent ve kartografyayı bir araya getiren teorik bir zeminde, mekânda yoğunlaşan ve mekânsallık taşıyan metin parçaları eleştirel olarak analiz edilmektedir. Bu parçalar, Ankara kentleşme ve modernleşme literatürüyle birlikte ele alınmaktadır. Bu bağlamda Ölmeye Yatmak’ın kartografik mekânsal anlatısının izinde iki başkent oluş ekseninin belirginleştiği öne sürülmektedir. İlk eksen, mekânların ve bireylerin ya da başka bir deyişle başkentin ve başkentlilerin kimliklerinin temsil düzleminde kesiştiğini ve birbirini ürettiğini ortaya çıkarır. İkinci eksen, baskın olanın dışında kalanın ve kimliği temsil edilmeyenin mekânsal izlerini takip eder; başkentteki öteki yerlere, farklı kentsel ayrışmalara yoğunlaşarak modern/geleneksel ikiliğini aşar ve olma hâlinden oluşa bir sapma yaratır. Bu kartografik yeniden okuma, kimlikler, temsil ve başkent oluş kavramsallaştırması üzerinden bir tartışma imkânı yaratır.
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    PublicationOpen Access
    The possibility of radical resources and participation in architectural education: autobiographical spatial narratives
    (2023-10-01) AYKAÇ, GÜLŞAH; Aykaç G.
    Purpose – This paper aims to contribute to the pedagogical field of architectural education by conceptualizing autobiographical spatial narratives as possible radical resources and avenues for participation. It seeks to advance a critical approach to the dominant canon of course contents and hidden local dynamics of exclusion and discrimination in architectural education. Design/methodology/approach – The methodology is based on conceptual and critical analyses of feminist, postcolonial and radical architectural pedagogies, relating those with broader feminist pedagogies that question exclusion and discrimination mechanisms from the perspective of the radicality of emotions. As a second step, three experiments intentionally designed in academic courses to open space for autobiographical spatial narratives are analysed to extend the theoretical discussion into the specific local dynamics of exclusion and discrimination that have largely been ignored to date in Turkey. Findings – Different pedagogical approaches and self-experiments have revealed that autobiographical spatial narratives are a type of resource that accommodates students’ diverse spatial experiences including forcible displacement. Sharing that multiplicity creates opportunities for participation in the classroom and studio where different individualities, backgrounds and identities are made visible. These potential resources and participation are open to emotions and affects, are collective and transformative and, therefore, are radical. Research limitations/implications – Although research on architectural pedagogies is still limited, the current literature is constantly being empowered by new studies from various geographies and localities. The present study may facilitate future comparative readings and further research on radical architectural pedagogies, particularly within the Global South, where complex local dynamics might share commonalities dominated by the Western canon. It may also open new discussions on discrimination and the exclusion of silenced individuals in architectural education in Turkey and elsewhere. In the scope of this paper, however, the practical experiences and observations based on two years in architectural education may be too limited for a comprehensive analysis of the applications of autobiographical spatial narratives. Originality/value – This paper offers novel strategies for creating inclusive, intersectional and decolonized perspectives for knowledge production and more equal spaces in architectural education.