Publication: Tarih ders kitaplarındaki oksidentalist yansımalar
Abstract
Bu araştırmanın amacı 1930-2023 yılları arası yayınlanan ortaöğretim ders kitaplarını oksidentalizm bağlamında incelemektir. Bu sebeple araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. 1930-2023 yılları arası tarih ders kitapları taranarak içerik analizi yapılmıştır. Çalışmanın literatür kısmında oryantalizm ve oksidentalizm kavramlarının ortaya çıkışı, gelişimi ve etkileri üzerinde durulmuştur. Daha sonra tarih ders kitapların hakkında literatürde yer alan dönemlendirmeye yer verilmiştir. Bu dönemlendirmeler Türk Tarih Tezi Öncesi Dönem, Türk Tarih Tezi Dönemi, Hümanist Tarih Anlayışı Dönemi, Türk-İslam Sentezi Dönemi ve 2000 sonrası- Post modern dönemdir. Tarih derslerinin kimlik aktarımı gibi bir rolünün olması “biz” ve “öteki” kavramlarının oluşmasındaki etkisiyle, ideal vatandaş yetiştirme rolü incelenip 93 yıllık süreçte okutulan ders kitaplarının içerik analizi yapılmıştır. Bulgular bölümünde ulaşılan tarih ders kitapları oksidentalist bağlamda incelenmiş ve temalar oluşturulmuştur. Araştırmanın sonucuna bakıldığında; ortaöğretim tarih ders kitaplarında oksidentalist bakış açısının sosyal tarih anlatılarında daha fazla yer aldığı ortaya çıkmıştır. Genel hatlarıyla “öteki” dinamik bir yapıda iken “biz” stabil bir yapıda kalmıştır. Başka bir deyişle “öteki” konudan konuya göre farklılık gösterirken egemen kültür her daim “öteki”den daha iyi, daha medeni, daha gelişmiş ve daha başarılı olarak tasvir edilmiş ve “öteki” her daim geriden gelen, daha az medeni, taklit eden veya doğrudan alan konumunda olduğu görülmektedir. Bu bağlamda tarih ders kitaplarının ideal bir “biz” yetiştirmede, ortak bir paydada buluşturmada ve “öteki”nin varlığını ortaya koymada araçsal olarak kullanıldığı ifade edilmektedir.
The aim of this study is to analyse secondary education textbooks published between 1930-2023 in the context of occidentalism. For this reason, case study design, one of the qualitative research methods, was used in the research. History textbooks between 1930-2023 were scanned and content analysed. In the literature part of the study, the emergence, development and effects of the concepts of orientalism and occidentalism were emphasised. Then, the periodisation in the literature about history textbooks is given. These periodisations are the Pre-Turkish History Thesis Period, the Turkish History Thesis Period, the Humanist History Understanding Period, the Turkish-Islamic Synthesis Period and the post-2000- Post modern period. The fact that history lessons have a role such as identity transfer, its effect on the formation of the concepts of ‘us’ and ‘other’, and its role in raising ideal citizens were examined and the content analysis of the textbooks taught in the 93-year period was carried out. In the findings section, the history textbooks were analysed in the occidentalist context and themes were formed. When the results of the research are analysed; it is revealed that the occidentalist perspective is more present in the social history narratives in secondary school history textbooks. In general terms, while ‘the other’ was in a dynamic structure, ‘us’ remained in a stable structure. In other words, while the ‘other’ varies from subject to subject, the dominant culture has always been portrayed as better, more civilised, more developed and more successful than the ‘other’, and the ‘other’ has always been seen as lagging behind, less civilised, imitating or direct recipient. In this context, it is stated that history textbooks are used instrumentally in raising an ideal ‘us’, bringing us together on a common ground and revealing the existence of the ‘other’.
The aim of this study is to analyse secondary education textbooks published between 1930-2023 in the context of occidentalism. For this reason, case study design, one of the qualitative research methods, was used in the research. History textbooks between 1930-2023 were scanned and content analysed. In the literature part of the study, the emergence, development and effects of the concepts of orientalism and occidentalism were emphasised. Then, the periodisation in the literature about history textbooks is given. These periodisations are the Pre-Turkish History Thesis Period, the Turkish History Thesis Period, the Humanist History Understanding Period, the Turkish-Islamic Synthesis Period and the post-2000- Post modern period. The fact that history lessons have a role such as identity transfer, its effect on the formation of the concepts of ‘us’ and ‘other’, and its role in raising ideal citizens were examined and the content analysis of the textbooks taught in the 93-year period was carried out. In the findings section, the history textbooks were analysed in the occidentalist context and themes were formed. When the results of the research are analysed; it is revealed that the occidentalist perspective is more present in the social history narratives in secondary school history textbooks. In general terms, while ‘the other’ was in a dynamic structure, ‘us’ remained in a stable structure. In other words, while the ‘other’ varies from subject to subject, the dominant culture has always been portrayed as better, more civilised, more developed and more successful than the ‘other’, and the ‘other’ has always been seen as lagging behind, less civilised, imitating or direct recipient. In this context, it is stated that history textbooks are used instrumentally in raising an ideal ‘us’, bringing us together on a common ground and revealing the existence of the ‘other’.