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© 2008 Hyeong-Jong © 2011 Elise Soyun Ahn SEEING TURKISH STATE FORMATION PROCESSES: MAPPING LANGUAGE AND EDUCATION CENSUS DATA BY ELISE SOYUN AHN DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Policy Studies in the Graduate College of the University of Illinois at Urbana-Champaign, 2011 Urbana, Illinois Doctoral Committee: Associate Professor Pradeep Dhillon, Chair Professor Douglas Kibbee Professor Fazal Rizvi Professor Thomas Schwandt Abstract Language provides an interesting lens to look at state-building processes because of its cross- cutting nature. For example, in addition to its symbolic value and appeal, a national language has other roles in the process, including: (a) becoming the primary medium of communication which permits the nation to function efficiently in its political and economic life, (b) promoting social cohesion, allowing the nation to develop a common culture, and (c) forming a primordial basis for self-determination. Moreover, because of its cross-cutting nature, language interventions are rarely isolated activities. Languages are adopted by speakers, taking root in and spreading between communities because they are legitimated by legislation, and then reproduced through institutions like the education and military systems. Pádraig Ó’ Riagáin (1997) makes a case for this observing that ―Language policy is formulated, implemented, and accomplishes its results within a complex interrelated set of economic, social, and political processes which include, inter alia, the operation of other non-language state policies‖ (p. 45). In the Turkish case, its foundational role in the formation of the Turkish nation-state but its linkages to human rights issues raises interesting issues about how socio-cultural practices become reproduced through institutional infrastructure formation. This dissertation is a country-level case study looking at Turkey’s nation-state building process through the lens of its language and education policy development processes with a focus on the early years of the Republic between 1927 and 1970. This project examines how different groups self- identified or were self-identified (as the case may be) in official Turkish statistical publications (e.g., the Turkish annual statistical yearbooks and the population censuses) during that time period when language and ethnicity data was made publicly available. The overarching questions this dissertation explores include: 1. What were the geo-political conditions surrounding the development and influencing the Turkish government’s language and education policies? ii 2. Are there any observable patterns in the geo-spatial distribution of language, literacy, and education participation rates over time? In what ways, are these traditionally linked variables (language, literacy, education participation) problematic? 3. What do changes in population identifiers, e.g., language and ethnicity, suggest about the government’s approach towards nation-state building through the construction of a civic Turkish identity and institution building? Archival secondary source data was digitized, aggregated by categories relevant to this project at national and provincial levels and over the course of time (primarily between 1927 and 2000). The data was then re-aggregated into values that could be longitudinally compared and then layered on aspatial administrative maps. This dissertation contributes to existing body of social policy literature by taking an interdisciplinary approach in looking at the larger socio-economic contexts in which language and education policies are produced. iii This dissertation is dedicated to my parents, Chang J. Ahn and the late June A. Ahn (1950-2003), for instilling in me a passion for languages and learning, and my siblings, Faye and Paul, for their love and support iv Acknowledgements At the risk of sounding like a first-time award winner at the Oscars, this is a small ―thank you‖ to the many who have taught me so much. My sincere thanks to Professors Eyamba Bokamba and Braj Kachru for giving me the opportunity to pursue graduate studies in the Linguistics Department at the University of Illinois at Urbana-Champaign (UIUC) and for starting me in the pursuit of graduate education. Thanks to Professor James Anderson and the Educational Policy Studies Department for facilitating an enriching doctoral education experience at UIUC. I am thankful for Professors Fazal Rizvi and Thomas Schwandt for their willingness to serve on my dissertation committee–my work is better for the challenging and critical questions they posed–and their patience as I navigated my way through this arduous dissertation writing experience. Professor Douglas Kibbee has faithfully and thoughtfully provided feedback and professional advice throughout graduate school and is a model of the type of faculty member I aspire to be. And I am particularly indebted to Professor Pradeep Dhillon for both professionally and personally mentoring me during this long journey to getting a Ph.D., inspiring me to think outside the box, and always challenging me to produce excellent scholarship. My graduate studies would not have been possible without the financial support of a number of sponsors. My sincere thanks to the UIUC European Union Center for awarding me multiple Foreign Language and Area Studies fellowships, which allowed me time to devote to learning Turkish. I am thankful to the College of Education and the Educational Policy Studies Department for awarding me two conference travel grants. And I am indebted to the Fulbright program for awarding me a Fulbright-Hays fellowship to the European Union during the 2006-07 school year and providing me the opportunity to learn from and collaborate with European scholars, including Professors Kutlay Yağmur, Sjaak Kroon, and Drs. Seza Doğru, whose collegiality made my time at Tilburg University a professionally enriching experiencing. v During graduate school I have also had the chance to develop a number of professional and practical skills necessary for a career in teaching and research. I am thankful for Drs. Yasin Öztürk and Ercan Balcı for their day-in and day-out patience as my Turkish language instructors. Dr. Jerry Ogbudimpka at the McKinley Health Center taught me about teamwork and learning to be a good manager and mentor to the students we worked with. Dr. Sharon Scott taught me the foundational skills involved in designing a thoughtful and engaging course syllabus in order to maximize student learning. Professor Robert Baird and the staff at CITES Academic Technologies introduced me to a vast array of technological resources on campus and the world of incorporating various technological tools into teaching and learning practices. Research is inherently somewhat isolating; however, I have been blessed with different communities that alleviated that isolation. I am thankful for the colleagues in our EU research group, Profs. Laura Engel Youngblood, David and Leslie Rutkowski, and Dr. Rodrigo Britez. I also thankful for Drs. Jori Hall, Eun Young Kim, Joyce Lee, Hyun Jung Lee, Margaret Njeru, as well as Jeehae Ahn, Lisa Gabris, Sunny Huang, Susan Nam, and Sunah Suh for long conversations about graduate school and other sundry topics in random coffee shops. My deepest gratitude to all my roommates along the way, and especially to Tiffany Jon and Jina Kang who put up with the final stages of ―graduate student craziness‖ and showed me much patience and grace with my quirky study and writing habits. And for my church family who are too numerous to name here–but to whom I am indebted to for their prayers, emotional support, and friendships. Last but not least, I am forever grateful for my family. For my father, Chang J. Ahn, with his passion for learning languages and culture, entrepreneurial vision, and generous heart. For my siblings, Faye and Paul, for their encouragement and support through some of the best and toughest moments of life. For those who have joined our family along the way, including MiBok and Haak Kwan Choi, our stepmother and brother respectively, as well as Mr. Aaron Wells, Faye’s husband. vi And I am forever thankful for our mother, June A. Ahn, who was my mentor, biggest cheerleader, and whose passing away on November 13, 2003 was a defining moment in my life. Her faith, passion for people, love of learning, and quirky sense of humor continue to inspire me and I am thankful for the 27 years I was given with her. It is said that ―It takes a village to raise a child.‖ And for the village I have been given, I am blessed and eternally grateful. S. D. G. vii Table of Contents List of Tables ................................................................................................................................................... x List of Figures ............................................................................................................................................. xiii Frequently Used Acronyms ...................................................................................................................... xv Editorial Notes ........................................................................................................................................... xvi Chapter One Introduction ........................................................................................................................... 1 Statement of Purpose .....................................................................................................................
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