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Educational Practices of Bulgarians in the Period of Separatist Movement from the Ottoman Empire in Kosovo

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Educational Practices of Bulgarians in the Period of Separatist Movement from the Ottoman Empire in Kosovo Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 11(3) • Summer • 1495-1498 ©2011 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti. Educational Practices of Bulgarians in the Period of Separatist Movement from the Ottoman Empire in Kosovo Arzu M. NURDOĞANa Marmara University Abstract The aim of the research was to provide an unpretentious sample and contribution to the evaluations that educa- tion and schooling politics played a leading role for Bulgarian nationalist movement to gain a mass dimension like other separatist movements. With this purpose in mind, the efforts were made to address to modern edu- cation in native language move of Bulgarians that had not been adopted nation-state project only based on the- ir own internal dynamics with the dimension that was tried to be built via interventions of foreign countries rat- her than generating and discovering resources available within themselves, and it is a process of a pragmatic change-transformation concerning political practices. Key Words Ottoman, Abdulhamid II, Bulgarization, Indoctrination, Identity. The main hypothesis of the research is that the in- tion among non-Muslim –even Muslims -residents strumentalization of education placed in a central- of the empire with all aspects related to evolution of ized position by Bulgarians is actually a dimension Ottoman Empire at a political, cultural, social, re- of global trend of the period in terms of develop- ligious and economic base and evaluations regard- ment of nationalist discourse and movement, and ing the underlying reasons thereof. The purpose national educational transformation is an impor- of the research was to provide an unpretentious tant part of the phenomenon keeping up with the sample and contribution to the evaluations that education era initialized by state via Sultan Abdul- education and schooling politics played a leading hamid II (Akman, 2006; Anderson, 2001; Bozbora, role for Bulgarian nationalist movement to gain a 1997; Frasheri, 1964, pp. 146-47; Freeman, 1877; mass dimension like other separatist movements Jelavich, 1983; Karageorgou-Kourtzis, 2007, pp. (Arnakin, 1963, pp. 115-144; Aydın, 1989, pp. 173-184; Puto-Polo, 1981, p. 132; Seton-Watson, 209-234; Aydın, 1990, pp. 280-285; İnalcık, 1992; 1917, pp. 250-275; Skendi, 1967). This approach Küçük, 1980, pp. 117-166; Stefanov, 2000, pp. 29- arises out of the hypothesis revealing differentia- 34; Sterionov, 2000, pp. 297-314; Tonev, 2000, pp. 203-208). With this purpose in mind; efforts were made to address to modern-education in native language move of Bulgarians that had not been a PhD. Arzu M. Nurdogan is currently a Lecturer adopted nation-state project only based on their at the Department of Social Science Education. own internal dynamics, with the dimension that Her research interests include history of educa- was tried to be built via interventions of foreign tion, with a particular focus on educational facili- countries rather than generating and discovering ties in the Ottoman Empire during the XIXth cen- resources available within themselves, and it is tury. Correspondence: Dr. Arzu M. NURDOGAN, Marmara University, Ataturk Faculty of Educati- a process of a pragmatic change-transformation on, Department of Social Science Education, Is- concerning political practices (Boyar, 2007, p. 95, tanbul/Turkey. E-mail: arzu.nurdogan@marmara. 106; Halaçoğlu, 1992, p. 397; İnalcık, 1992, p. VII; edu.tr Phone: +90 216 3459090/210. 1495 EDUCATIONAL SCIENCES: THEORY & PRACTICE Skendi, 1967, p. 392; Şimşir, 1989, p. XXXI, XXXII; Ra 1320]; MF.MKB., 107/117. [8 September 1902/5 Uzunçarşılı, 1982, p. 274; Yüce, 1992, pp. 390-391). C 1320]). The scope of the research also constitutes its most While Sultan Abdulhamid II was under military, significant limitedness in other words, this study political and economic pressure of Western states is limited to the Sultan Abdulhamid II period in to recognize non-Muslim schools engaged in activ- which separatist movement gained an important ities against the system, he tried to take measures acceleration within the empire and Kosovo where it to prevent the opening of such schools, but was was relied that states would not initiate a rebellion not able to achieve a complete success (Ragıb Rıfkı, against the central authority since Kosovo com- 1905-1906, p. 39; Selanikli Şemseddin, 1905-1906, posed of the majority of Muslims (Beydilli, 1989, p. 12). The bureaucrats of the time knew to what p. 79; Genelkurmay Başkanlığı, 1993, p. 35; Ka- extent the Central Edirne – Macedonia Bulgar- ral, 1983, p. 93; Karal, 1988, p. 76; Koyuncu, 1998; ian Committee (Aydın, 1989, p. 210; Hösch, 1972; Şentürk, 1992, p. 221, 298; Tokay, 1996, p. 39). Schevill, 1991; Skendi, 1967; Terzis, 2000; Tokay, In Kosovo where cosmopolitan populations such as 1995) which was founded in Sofia in 1890, the Bul- Turks, Bulgarians, Greeks, Serbians, Albanians and garian Chieftainship and Exarchy contributed to Romans lived together, attempts of Bulgarians to the opening of such schools in Kosovo province. form a new identity and conflicts with Ottoman su- Although the Bulgarian Chieftainship had serious perordinate identity reached the climax at the end of financial distress, it sent 1 million Francs to the the XIX century (Bozbora, 1997, p. 232; Karal, 1988, schools of the region every year with the support of p. 157; Sowards, 1989, p. 23). In that period, educa- the Exarchy and assigned 1500 teachers to the Bul- tional move in order to make Muslim population in garian schools in the region, a fact which shows the the region adapt Ottoman sovereignty symbols by extent of the support given. Most of these teachers Sultan Abdulhamid II and reformist attempts –edu- were graduates of the higher schools in the Chief- cation in native language- in educational field for tainship, who never refrained from planting seeds of those apart from the majority were construed as ef- hate and were foreigners and did not hold teacher forts to expand the control and supervision author- diplomas. The Sublime Porte applied to the Bul- ity of the state on the different aspects by Bulgarians garian Exarchy via the Ministry of Justice in order and it caused a new ground of conflict. to take necessary legal action against these people whose qualifications were suspected, on the one Attempts to bulgarize the region by means of the hand, and sent numerous instructions to the re- “fesad committees” which were established by Bul- gional educational directors to prevent the assign- garians and attempts to merge the region with big ment of such people as teachers, on the other hand Bulgaria they imagined caused an important dis- (OA., Y.PRK.AZJ., 19/82 [1892-1893/1308]; Y.PRK. turbance both between Albanians constituting the MF., 2/72. [8 May 1893/21 L 1310]; MF.MKT., majority of the population and others including 318/52 [9 June 1896/27 Z 1313]; MF.MKT., 566/4 primarily Greeks and Serbians. In this struggle, [29 June 1901/12 Ra 1319]; TFR.I.KV., 190/18979. the soundest argument propounded by Bulgar- [2 March 1908/28 M 1326]). ians was that they were hard done on grounds that their identity characteristics different from other The Government was sure that the Bulgarian teach- nationalities were tired to be eliminated. The ob- ers in the region were desirous of undermining the jective of Bulgarian committee members was to state authority and loyalty of the citizens. These draw attentions of the West through disorganizing teachers did not only poison the youth in these the region and prevent the Ottoman centralization schools to realize their hidden agenda, but also pro- movements aiming establishment of the central voked the people to disrupt the order based on the sovereignty to be achieved. In 1885, easy seizure instruction (Aydın, 1989, p. 224) they were given by of Eastern Rumelia facilitated the Bulgarians to the Macedonia Bulgarian Committee. Even, some organize an integrated national movement in the of them became leaders of the Bulgarian bandit region. Upon the emerge of a Slavic danger as a gangs and tried to weaken the loyalty feelings of the result of the separatist activities of Bulgarians, Ot- Bulgarian people, and instigate a mass revolt. For toman Empire attempted to ensure the region to example, in a telegram message of the Radovis dis- remain in its own administrative borders and tried trict governate dated 5 November 1904, it was stat- to prevent the conscious efforts to create a national ed that Bulgarian Committee sent money for deliv- identity especially by help of Bulgarian teachers ery to headmen and guards of the villages, and also (Ottoman Archives [OA], BEO.AYN.d., No. 1240 weapons for distribution to all villages of the region, [5 March 1883/25 R 1300]; MF.MKT., 593/47 [13 and that the teachers of the Bulgarian schools were June 1901/26 S 1319]; MF.MKT., 597/17 [2 January chosen from amongst the committee members as 1902/22 N 1319]; MF.MKT., 566/4 [8 June 1902/2 1496 NURDOĞAN / Educational Practices of Bulgarians in the Period of Separatist Movement from the Ottoman Empire in Kosovo the weapons were to be delivered to the daskals*1§ 1321; 22 February 1904/6 Z 1321; 19 May 1904/3 Ra in Radovis and Strumica (OA., MF.MKT., 364/13 1322; 26 May 1904/10 Ra 1322; 5 October 1904/25 [6 August 1897/7 Ra 1315]; MF.MKT., 458/36 [31 B 1322; 8 October 1904/28 B 1322; 19 October July 1899/23 Ra 1317]; MF.MKT., 593/47 [13 June 1904/10 Ş 1322; 30 October 1904/21 Ş 1322; 16 1901/26 S 1319]; TFR.I.KV., 76/7536. [5 November January 1905/10 Za 1322; 19 January 1905/13 Za 1904/27 Ş 1322]; TFR.I.KV., 85/8434.
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