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Social Studies Lessons J Thisprojectis funded by the EU. sin I LU in LU UNDERSTANDING OURSELVES AND ONE ANOTHER Q 3 in ACTIVE LEARNING FOR HISTORY AND < / o sa SOCIAL STUDIES LESSONS KWh* » < : £ 5 o f V UHi * J' Edited by < X . LL Semih AKTEKiN •- This book is one of the outputs~>of the project, entitled ‘Training Social Studies and h CD History Educators for Multicultural Europe’ which is being undertaken in the framework Z Penelope HARNETT of the EU Promotion of the Civil Society Dialogue Programme between Turkey and *ÿ the EU. Our guiding principles when preparing this book were that new approaches to 25 Mustafa OZTURK history and social studies education are needed in Turkey, the UK and elsewhere. New > *• Dean SMART approaches to history and social studies education claim that history teaching should aim i= :,f on bridging gaps, taking into account differences between sexes and ages, between eth¬ o % nic, linguistic and religious identities, between rich and poor, between urban and rural at m communities and between diverging world-views in society. Thus, multiperspectivity is x o fundamental to the subject of history. The past has to be systematically studied from 'V- different points of view. In this respect, this book re-considers our history and social edu¬ < AVRUPA BiRlJfii GKNKI.SKKRKTKRI.ifii I cation to promote civil dialogue, democracy, multiculturalism and innovative methodol¬ SECRETARIATGENERAL FORT 1 i This projectisimplemented by the ogy that address such features as multi-perspectivity, sensitive issues, critical thinking Q Secretariat Generalfor EUAffairs. and objectivity. The writers of the chapters are experts in social studies or history educa¬ 1 if) tion and bring perspectives from Turkey, the UK and the Netherlands. Although they LU all might have different views on certain things, what is common for them is the need for > C CFCU educating future history and social studies teachers with knowledge, skills and values of LU I crin J: a multicultural Europe. We hope that this book will be used by lecturers, teachers and 3 O students from many different schools for many years and that the results of this project CD Jk\\ will reach wider society and so influence change further. Z E A I ISBN: i S 'ii H PROMOTINC cr ’Ii 0\n yx II i -i DIALOGUI I .ofCMUcddyOobiutbmmti sz W lUondTurdrPrQlKt_ 3 ’ •! ft 9 789756 048542 il m (|j) ! University of the EURO Xÿ''x /j m s al |lgy CM West of England V CLIO m &v BRISTOL vt X- HI m J This book is co-financed by the European Union. The contents ofthis publication are the sole responsibi¬ i ' I lity ofthe authors and can in no way be taken to reflect the views ofthe European Union. I 1 . I I 1 ‘ UNDERSTANDING OURSELVES AND ONE ANOTHER ACTIVE LEARNING FOR HISTORY AND SOCIAL STUDIES LESSONS Edited by (in alphabetical order) SemihAKTEKiN Penelope HARNETT Mustafa OZTURK Dean SMART hftyf Publishing House UNDERSTANDING OURSELVES AND ONE ANOTHER ACTIVE LEARNING FOR HISTORY AND SOCIAL STUDIES LESSONS Harf Publishing House: 53 Academic Books: 7 * Edited by (in alphabetical order) 6HPLK$.7(.ø1 3HQHORSH+$51(77 Mustafa ÖZTÜRK Dean SMART * First published Ankara, 2009 * Cover design 0HKPHWø]]HWWLQ<,/0$=(5 * Layout and proofreading Harf Publishing House © Harf Publishing House 5HúLW*DOLS&G+DWÕU6N*23dDQND\D$1.$5$ Tel: 0 312 437 08 86 Faks: 0 312 437 08 87 HSRVWDELOJL#KDUIHJLWLPFRPWU ZHEZZZKDUIHJLWLPFRPWU * Printed by 'XPDW2IVHW * ,6%1 © $OOULJKWVUHVHUYHG 1RSDUWRIWKLVSXEOLFDWLRQPD\EHUHSURGXFHGRUWUDQVPLWWHGLQDQ\IRUPRUE\DQ\PHDQV HOHFWURQLFRUPHFKDQLFDOLQFOXGLQJSKRWRFRS\LQJUHFRUGLQJRUDQ\LQIRUPDWLRQVWRUDJHRU UHWULHYDOV\VWHPZLWKRXWSULRUSHUPLVVLRQLQZULWLQJIURPWKHHGLWRUVDQGDXWKRUV This project is co-financed by the European Union. The contents of this publication are the sole responsibility of the authors and can in no way be taken to reflect the views of the European Union. Contents Chapter 1: Introduction Semih Aktekin and Mustafa Öztürk Chapter 2: Myself and the Wider World 10 Dr. Penelope Harnett Chapter 3: Personal Histories: What is Significant in Our Lives? 14 Dr. Penelope Harnett Chapter 4: Do Facts Lead to the Truth? Exploring Accounts about a Dutch Heroine 21 Joke Van Der Leeuw-Roord Chapter 5: Remembering Local Heroes Dr. Dean Smart Chapter 6: The Launch of the Steamship ss Great Britain: Linking the Local to the National, International and the Global 38 Dr. Penelope Harnett Chapter 7: The Bristol Bus Boycott 49 Dr. Penelope Harnett Chapter 8: Active History: Thinking History Dr. Ian Phillips Chapter 9: Why was the Ottoman State so Successful and so Long Lasting? Dr. Cevdet K×US×N Chapter 10: The Heritage of the Ottomans: Living Together with Difference Dr. Cevdet K×US×N Chapter 11: $3RUWUDLWIURP+LVWRU\7KH5HIRUPVRI0XVWDID5HüLW3DüD Ahmet Tokdemir Chapter 12: 9LFWRU\DWdDQDNNDOH6DYDü×'LVDVWHUDW*DOOLSROL Using Primary Sources as Teaching Materials Dr. Dean Smart Chapter 13: The Origins of Modern Turkey 101 Dr. Dean Smart Chapter 1 Introduction Semih Aktekin* and Mustafa Öztürk** Turkey began accession negotiations with FUHDWHG D FXOWXUDOO\ GLYHUVH VRFLHW\ 6LPLODUO\ WKH(XURSHDQ8QLRQ (8 LQ6HSWHPEHU Turkey has gone through several transformations However, when we observe the current debates not only to meet the Copenhagen criteria, but about Turkey’s accession process to the EU, some ever since its establishment in 1923, to become opposition to Turkey’s possible membership D VHFXODU GHPRFUDWLF DQG PRGHUQ FRXQWU\,Q HPHUJHV ERWK LQ 7XUNH\ DQG WKH (8 )RU addition to that Turkey has started to become both sides, one of the most important reasons a multicultural society as an increasing number for such opposition appears to be concerned of foreigners choose to buy property in Turkey with cultural identity which has been created and come to Turkey as guest workers or asylum WKURXJK KLVWRULFDO FRQWH[WV )RU VRPH VLQFH VHHNHUV ,Q WKLV FRQWH[W ZKDW LV QHHGHG LV European identity is thought to be based on a to reconsider the justifications of historical Judeo-Christian heritage, Turkey has historically adversaries which arguably result from selective represented a ‘Muslim other’ for Europe and is reading of history between societies, in the light considered to have hindered the development of a new thinking of what brings us together RI (XURSHDQ LGHQWLW\ 6LPLODUO\ PDQ\ 7XUNV WRGD\ 7KH PDMRU UROH LQ VXFK D FKDQJH IDOOV still consider the relationship with Europe upon our education systems, and particularly through the conditions just after World War I, RQKLVWRU\DQGVRFLDOVWXGLHVHGXFDWLRQ particularly in the context of the Sevres Treaty in As a result of Turkey’s candidacy to the which Ottoman territories were shared amongst EU, Turkey has been placed in a situation WKH$OOLHV7KHUHIRUHWKHUHODWLRQVKLSEHWZHHQ to implement fundamental transformations Turkey and the EU is significantly affected by regarding its economic and legislative structures how Europe has defined and constructed the LQFOXGLQJ LWV HGXFDWLRQ V\VWHP 7KH LVVXHV 7XUNVKLVWRULFDOO\DQGYLFHYHUVD of multiculturalism, diversity, participatory Today most European countries are multi- democracy and civil dialogue become key factors cultural societies, in part due to the large influx for a sustainable relationship between Turkey of immigrants as guest workers or asylum DQGWKH(8+LVWRU\LVRQHRIWKHPDLQVXEMHFWV seekers into Western Europe since the Second where the relationships between Turkey and the :RUOG:DU,QWKH8.LPPLJUDWLRQIURPWKH (8PD\EHH[DPLQHG7KHKLVWRU\FXUULFXODLQ Commonwealth and former colonies, and more most European countries include a stipulation recently from central and Eastern Europe, has that the learning and teaching of history has * Karadeniz Technical University, Fatih Faculty of Education, Trabzon, Turkey. ** Erciyes University, Faculty of Education, Kayseri, Turkey. 6Understanding Ourselves and One Another to reflect the situation and the time people are the theoretical underpinnings of the curricula OLYLQJLQ(GXFDWLQJSHRSOHIRUDPXOWLFXOWXUDO which are based on constructivism and how to VRFLHW\ LV DQ LPSRUWDQW DVSHFW RI WKLV DLP DSSO\ WKH WKHRU\ LQWR WKHLU SUDFWLFH 7HDFKHUV Young people are part of a global society and (and student teachers) are the most important KDYHWRXQGHUVWDQGDQGFRSHZLWKGLYHUVLW\,Q key to educational change and they are at the such contexts, one of the main tasks of history KHDUW RI DQ\ VXFFHVVIXO LQQRYDWLRQ LQ VFKRROV and social studies teaching should be to meet Thus, as many writers have already indicated, WKHQHHGVRIPXOWLFXOWXUDOVRFLHWLHV6XFKYLHZV there is an urgent need for in-service training are represented within the history National (for both teachers and teacher educators) Curriculum in England and through recent which re-considers our history and social reports which emphasise the contribution of studies education to promote civil dialogue, KLVWRU\WRVRFLDOFRKHVLRQ democracy and multiculturalism in theory Although the use of a historic perspective DQG SUDFWLFH LQ 7XUNH\2Q WKLV DFFRXQW ZH has been crucial for our peaceful well-being as educators, should aim to evaluate and look on this planet, today in Turkey its use and for ways to re-conceptualise the history and understanding by students and teachers social studies education and teacher education LV QRW DW D VDWLVIDFWRU\ OHYHO 6RPH ZULWHUV programmes of Turkey (and of elsewhere) to have commented particularly on the history allow a different/critical understanding of the curriculum and textbooks and state that it is EU/Turkey and encourage students to become traditionally superficial, ethnocentric, with too critical citizens who can judge events based on much detail
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