Türkiye’de lise tarih öğretiminde ermeni sorunu ve tehcir (1950-2015)
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Dosyalar
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Turkish Studies (Elektronik)
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı 1950 yılından günümüze kadar Türkiye’de liselerde uygulanan tarih dersi öğretim programları ile tarih ders kitaplarında Ermeni sorunu ve tehcir başta olmak üzere Ermenilerle ilgili konulara yaklaşımı ortaya koymaktır. Genel tarama modeli ve doküman incelemesi yönteminin kullanıldığı bu araştırma kapsamında araştırma dönemi olan 1950-2015 yılları arasında liselerde uygulanan tarih dersi öğretim programları ile aynı dönemde okutulan ve örnekleme dâhil edilen ders kitapları incelenmiştir. Araştırma sonucunda Türkiye’de Ermeni sorunu ve tehcir konularına lise tarih öğretiminde yer verilmesinin genel olarak iki aşamada gerçekleştiği anlaşılmıştır. Ermeni terör örgütü ASALA’nın 1970’li yıllarda Türk diplomatlara yönelik suikastlar düzenleyerek Ermeni sorununu dünya gündemine taşıma gayretleri karşısında Milli Eğitim Bakanlığı 1981 yılında T.C. İnkılâp Tarihi, 1983 yılında ise lise III. sınıf Tarih dersi öğretim programlarına Ermeni sorunu ile ilgili konuları ekleyerek öğrencilerin bu konularla ilgili doğru bilgilendirilmesini ve bilinçlendirilmesini hedeflemiştir. 1990’lı yıllarda Ermenistan Cumhuriyeti ve Ermeni diasporasının 1915 yılı olaylarını dünya kamuoyuna Ermeni soykırımı şeklinde sunma ve birçok ülke parlamentosunda bu yönde karar çıkartma gayretlerine karşı 2002 yılında Milli Eğitim Bakanlığı Ermeni sorunu ve tehcir ile ilgili konulara lise Tarih ve T.C. İnkılâp Tarihi ve Atatürkçülük dersi öğretim programlarında daha ayrıntılı bir şekilde yer verilmesine karar vermiştir. Bu kararla birlikte Türklerin Anadolu’yu fethinden başlayarak Türk-Ermeni ilişkileri ile Ermeni sorununun ortaya çıkması ve günümüze kadar geçirdiği aşamalar ayrıntılı olarak tarih ders kitaplarına yansıtılmıştır. 1980’lerin başından günümüze tarih ders kitaplarında Ermeni sorunu, tehcir ve Ermenilerle ilgili verilen diğer bilgiler Ermeni iddialarının yaygınlaştırılma çabalarına paralel olarak artarken ders kitaplarında bu konularla ilgili kullanılan dil ve üslup ise gittikçe sertleşmektedir.
The objective of this study is to reveal the approach towards the subjects regarding the Armenian, particularly the Armenian question and relocation, in history curricula and history textbooks applied in high schools in Turkey from the beginning of the 1950s up to today. The general survey model and document analysis method were used in this research. As a result of this research we find out that it has been in two phases in general to reflect the Armenian question and relocation issues in history curricula and textbooks in high schools in Turkey. In the first phase, in return for the efforts of ASALA terrorist organization intensifying in the 1970’s to bring up the Armenian question to the agenda of the world by assassinating the Turkish diplomats, it has been aimed to raise awareness in the students by including the issues related to the Armenian question into Turkish Republic Revolution History curriculum in 1981 and high school 3rd class History lesson curriculum in 1983. Although the acts of ASALA terrorist organization ended as of the mid 1980s, the Diaspora and the Republic of Armenia that try to keep the Armenian question current in world’s agenda started to follow the politics of making the parliaments of many countries accept the claims that a genocide was carried out against the Armenians in 1915. Moreover, these proposals were accepted by many countries, and lastly French Parliament, during 1990s. In response all these manipulation efforts, Ministry of Education Board made a decision on adding subjects related to the Armenian question more detail in history lesson curricula in 2002. A broader space started to be allocated to the subjects of the Armenian question and relocation in history textbooks following this decision. In history textbooks from the 1980’s to today, it is seen that the Armenian question, relocation and other information related to the Armenians has increased in parallel with the efforts to popularize the Armenian claims, the language used and style have become tougher.
The objective of this study is to reveal the approach towards the subjects regarding the Armenian, particularly the Armenian question and relocation, in history curricula and history textbooks applied in high schools in Turkey from the beginning of the 1950s up to today. The general survey model and document analysis method were used in this research. As a result of this research we find out that it has been in two phases in general to reflect the Armenian question and relocation issues in history curricula and textbooks in high schools in Turkey. In the first phase, in return for the efforts of ASALA terrorist organization intensifying in the 1970’s to bring up the Armenian question to the agenda of the world by assassinating the Turkish diplomats, it has been aimed to raise awareness in the students by including the issues related to the Armenian question into Turkish Republic Revolution History curriculum in 1981 and high school 3rd class History lesson curriculum in 1983. Although the acts of ASALA terrorist organization ended as of the mid 1980s, the Diaspora and the Republic of Armenia that try to keep the Armenian question current in world’s agenda started to follow the politics of making the parliaments of many countries accept the claims that a genocide was carried out against the Armenians in 1915. Moreover, these proposals were accepted by many countries, and lastly French Parliament, during 1990s. In response all these manipulation efforts, Ministry of Education Board made a decision on adding subjects related to the Armenian question more detail in history lesson curricula in 2002. A broader space started to be allocated to the subjects of the Armenian question and relocation in history textbooks following this decision. In history textbooks from the 1980’s to today, it is seen that the Armenian question, relocation and other information related to the Armenians has increased in parallel with the efforts to popularize the Armenian claims, the language used and style have become tougher.
Açıklama
Anahtar Kelimeler
Tarih Eğitimi, Tarih Öğretimi, Tarih Öğretim Programları, Tarih Ders Kitapları, Ermeni Sorunu, Tehcir, History Education, History Teaching, History Curriculum, History Textbooks, Armenian Question, Relocation
Kaynak
Turkish Studies (Elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
10
Sayı
11
