The modernisation of the Turkish University after 1933: The contributions of refugees from Nazism

Ege, Ragıp; Hagemann, Harald

doi:10.1080/09672567.2012.735684

Cited by 15 publications

(6 citation statements)

References 8 publications

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“…The Regulation of Public Education Law (Maarif-i Umumiye Nizamnamesi) in 1869 implemented a relatively secular education system; however, the enforcement of this law took more than 10 years. The proposal of the Darülfünun provoked strong protests by the religious schools (Madrasas) and religious circles (Ege & Hagemann, 2012).…”

Section: First Waves Of Discharges From Universities: Late Ottoman Em...mentioning

confidence: 99%

“…In 1909, the first large-scale elimination of the Darülfünun began when a total of 185 professors were expelled from the university after the merger of civil and military medical schools (Bahadır, 2007). The Committee of Union and Progress (İttihat ve Terakki Cemiyeti) already had strong military relations with Germany, and it wanted to improve the educational system in line with the German system (Ege & Hagemann, 2012). In 1915, the Minister of Education (Maarif Nâzırı), Şükrü Bey, invited 20 scholars from Germany, though the German scientists were not welcomed by their Francophone Turkish colleagues (Dölen, 2008).…”

Section: First Waves Of Discharges From Universities: Late Ottoman Em...mentioning

confidence: 99%

“…According to the Encyclopedia of Islam, the name Darülfünun (Dār al-Fünūn), translates to the House of Science and is preferred to denote the modern university and to differentiate it from the madrasas which taught ulum (traditional sciences). Ege and Hagemann (2012) used House of Knowledge as translations of Darülfunun.…”

Section: First Waves Of Discharges From Universities: Late Ottoman Em...mentioning

confidence: 99%

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Academics in Exile

2022

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is a Marie Curie REWIRE fellow at the University of Vienna and principal investigator of the project "Expert Knowledge in Times of Crisis". Previously, she worked in research, science management and policy consulting. She is co-founder of the ECPR Research Network on Statehood, Sovereignty and Conflict. Her research interests include expert knowledge production, international conflict management and norm transfer as well as the role of civil society actors in policy processes, focusing mainly on the post-Soviet space. Florian Kohstall is the head of the "Global Responsibility" program at the Center for International Cooperation at Freie Universität Berlin. He is the founder and director of "Academics in Solidarity", a transnational program for displaced academics, and coordinator of Welcome@FUBerlin for refugee students. His research interests include higher education reform, especially in the Middle East and North Africa, varieties of internationalization and the role of academic freedom in discourses and practices. Carola Richter is a professor for international communication at Freie Universität Berlin. In her research, she focuses on media systems and communication cultures in the MENA region (Middle East and North Africa), foreign news coverage, media and migration as well as on public diplomacy. She is the co-founder of AREACORE, the Arab-European Association of Media and Communication Researchers, and director of the Center for Media and Information Literacy (CeMIL)

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Section: First Waves Of Discharges From Universities: Late Ottoman Em...mentioning

confidence: 99%

Section: First Waves Of Discharges From Universities: Late Ottoman Em...mentioning

confidence: 99%

Section: First Waves Of Discharges From Universities: Late Ottoman Em...mentioning

confidence: 99%

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Academics in Exile

2022

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“…A brief historical account of the Turkish education system could explain how the toxic triangle context has emerged. Reforms in the field of education, which were central to the modernisation project of Turkey (Ege & Hagemann, 2012), date back to the late Ottoman era. Education in the Ottoman Empire was based on a multi‐faith paradigm, where each faith group (i.e., Muslims, Christians and Jews) organised their own education, and was predominantly inspired by theology and science, primarily for boys (Göçek, 1993).…”

Section: Hidden Curriculum In the Neoliberal Contextmentioning

confidence: 99%

The impact of the hidden curriculum on international students in the context of a country with a toxic triangle of diversity

Baykut

Erbil²,

Özbilgin

et al. 2021

The Curriculum Journal

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The hidden curriculum, which refers to the ideologies that remain implicit in educational content, is often studied in the context of developed countries with a colonial past where there are efforts to redress the historical injustice of the colonial past. In this paper, we examine the impact of the hidden curriculum on international students in a country with a toxic triangle of diversity. The toxic triangle of diversity describes a context where there is extensive deregulation, voluntarism without responsibilisation of organisations, and absence of supportive organisational discourses for diversity. Most studies of the hidden curriculum have taken place in countries where there are national laws for equality, institutional responsibility to bias‐proof the curriculum, and supportive discourses for diversity. Drawing on a field study with nineteen international students (nine in the field of business studies and ten in other subject fields), we demonstrate how the hidden curriculum remains unattended and how it is legitimised through macro‐, meso‐ and micro‐level interactions that students have. We show that the hidden curriculum serves to silence different forms of exclusion, loneliness and discrimination that international students experience in the context of a toxic triangle of diversity. We suggest ways forward for undoing the damage done through the hidden curriculum in toxic contexts.

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“…The first academic purge happened in the wake of the 1929 Great Depression. In that period, Turkey underwent a transition from liberal to dirigiste economy that, in 1933, was accompanied by a university reform entailing a sweeping "anti-liberal" purge at the Darülfünun, which was the only autonomous modern academic institution of the country as of that time (Ege;Hagemann 2012;Mazıcı 1995;Zürcher 2017). The second academic purge took place in 1948 when a liberal, outward-facing economic policy was substituted for the dirigiste interventionism that had been in force during the interwar period (Boratav 1998: 93-96).…”

mentioning

confidence: 99%

Purge, Exile, and Resistance:Rethinking the Conflict of the Faculties through the Case of Academics for Peace in Turkey

Özatalay¹

2020

ejts

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The modernisation of the Turkish University after 1933: The contributions of refugees from Nazism

Cited by 15 publications

References 8 publications

Academics in Exile

Academics in Exile

The impact of the hidden curriculum on international students in the context of a country with a toxic triangle of diversity

Purge, Exile, and Resistance:Rethinking the Conflict of the Faculties through the Case of Academics for Peace in Turkey

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