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Table of Contents Foreword RE-WRITING HISTORY TEXTBOOKS HISTORY EDUCATION: AS A TOOL FOR POLARISATION OR RECONCILIATION? PART I EDUCATION FOR PEACE III TEXTUAL AND VISUAL ANALYSIS OF THE UPPER SECONDARY SCHOOL CYPRUS HISTORY TEXTBOOKS COMPARATIVE ANALYSIS OF THE OLD AND NEW CYPRUS HISTORY TEXTBOOKS PART II EDUCATION FOR PEACE II TEXTUAL AND VISUAL ANALYSIS OF THE LOWER SECONDARY SCHOOL CYPRUS HISTORY TEXTBOOKS STUDIED BETWEEN 2004 AND 2009 NICOSIA, 2010 Editing Consultant: Jonathan Stubbs Cover Design: Alice Wright Cover photographs: Mehveş Beyidoğlu Önen Project Team: Mehveş Beyidoğlu Önen, Shirin Jetha- Dağseven, Murat Kanatlı, Hakan Karahasan, Dilek Latif Education for Peace III Project Supervisor: Zvi Bekerman Education for Peace II Project Supervisor: Niyazi Kızılyürek Publisher: Tipograf Arts, Nicosia, Cyprus Publishing Date: July 2010 Education for Peace III was funded by European Union. “This document has been produced with the financial assistance of the European Union. The contents of this document are the sole responsibility of POST RI and can under no circumstances be regarded as reflecting the position of the European Union." Education for Peace II was funded by UNDP- ACT/USAID. “The views expressed in this publication are those of the author(s) and do not necessarily represent those of the United Nations or its Member States, UNDP or USAID.” Education for Peace III and Education for Peace II were implemented by POST Research Institute. Website: www.postri.org E-mail: [email protected] ~ ii ~ General Table of Contents Foreword ............................................................................... iv Acknowledgements ................................................................ vi Education for Peace III: Textual and Visual Analysis of the Upper Secondary School Cyprus History Textbooks: Comparative Analysis of the Old and New Cyprus History Textbooks ............................................................................... 1 Education for Peace II: Textual and Visual Analysis of the Lower Secondary School Cyprus History Textbooks Studied Between 2004 and 2009 ........................................................ 97 ~ iii ~ Foreword This book comprises of two parts which is the combination of two peace education projects implemented by POST Research Institute (POST RI) since 2006. Part I is the report conducted under ―Education for Peace III” project, a one-year project funded by the European Commission. This report is a comparative analysis of the Cyprus history textbooks introduced in upper secondary schools in the northern part of Cyprus in the fall of 2009 Part II consists of the ―Education for Peace II ― report which is a comparative analysis of the old and the new Cyprus history textbooks studied in lower secondary schools from 2004 until 2009. This report was written by the POST RI researchers in 2007 through the financial assistance of the UNDP-ACT/USAID. In the conclusion of the ―Education for Peace II” project, it is stated that the revised textbooks could be considered as a step towards reconciliation for a united Federal Cyprus, as at the time of writing, the textbooks used in schools were written from the perspective of stressing the commonality between the communities of Cyprus. It is also expressed that although an important step had been taken (in 2004) in terms of peace education, more work was required in order to strengthen the use of student-centred approaches in history teaching in developing a multicultural environment and critical thinking for new generations. However, in 2009, the history textbooks were re-written once again but from an ethno-centric perceptive based on the notion of the ―other‖. Initially it was the ideal of POST RI that the positive revision of Cyprus history textbooks used in schools in the northern part of Cyprus would continue, and as such POST RI would prepare a series of supplementary educational materials that could be used in schools in correlation with the revised textbooks. However, due to the changes that occurred in the re- writing of Cyprus history textbooks in 2009, the POST RI team ~ iv ~ decided to instead conduct a comparative analysis of the old history textbooks written in 2004 with the newly re-written textbooks of 2009 in order to seek the answer to the question: history education: a tool for polarisation or reconciliation? The other major motivation of bringing the two studies together was to combine the research findings of ―Education for Peace II & III‖ in one book; therefore, providing a comprehensive study of the Cyprus history textbooks used in the northern part of Cyprus. POST RI Team ~ v ~ Acknowledgements We would like to express our gratitude to the European Union which has financially supported the ―Education for Peace III” project and made it possible to publish this book. We are also grateful to UNDP Action for Cooperation and Trust for funding the “Education for Peace II” project which paved the way to initiate and implement this book. We would like to thank the Cyprus Turkish Secondary Education Teachers‘ Union (KTOEÖS), Cyprus Turkish Teachers‘ Union (KTOS), and KTOS Historical Research Centre in assisting us in reaching out to teachers and disseminating the work of POST RI to educators. Special thanks go to Koral Özen, Zühal Mustafaoğulları and Güven Uludağ for helping us in organising meetings and interviews with history teachers from primary and secondary education in the ―Education for Peace II‖ project, as well as their ongoing support of the work of POST RI. We would like to thank to Ms. Alice Wright for her creativity and taking time out of her busy schedule and voluntarily designing both the cover pages of this book, as well as the report. We are extremely grateful to Ms. Gina Chappa who never hesitated to help the POST team and sacrificed many long hours editing, translating and commenting on documents in the Greek language. We would like to thank Dr. Zvi Bekerman and Dr. Niyazi Kızılyürek for their feedback and suggestions during the drafting of the reports. Ms. Şerif Tuncel, Ms. Euaggelia Tsouros worked did a fantastic job in the translation of Turkish and Greek versions of the report; and Dr. Jonathan Stubbs, Ms. Maria Siakalli and ~ vi ~ Ms. Mehveş Beyidoğlu Önen for their hard work in the editing of the reports. We especially acknowledge the incredible efforts of the “Education for Peace III” Project Coordinator Ms. Shirin Jetha-Dağseven and “Education for Peace II” Project Coordinator Mr. Murat Kanatlı during the projects and in the preparation of this book. This book is dedicated to the children of Cyprus. The POST RI Team ~ vii ~ PART I EDUCATION FOR PEACE III TEXTUAL AND VISUAL ANALYSIS OF THE UPPER SECONDARY SCHOOL CYPRUS HISTORY TEXTBOOKS COMPARATIVE ANALYSIS OF THE OLD AND NEW CYPRUS HISTORY TEXTBOOKS Written by Hakan Karahasan and Dilek Latif This document has been produced with the financial assistance of the European Union. The contents of this document are the sole responsibility of POST RI and can under no circumstances be regarded as reflecting the position of the Euroepan Union. This project is funded by the European Union. This project is implemented by POST Research Institute. Table of Contents General Introduction to History Education ............................ 13 I a) Incentives for Change.............................................. 21 I b) Review of the Old and Revised Cyprus History Textbooks ..................................................................... 22 II a) Current Political Use of History Education and the April 2009 Elections ...................................................... 25 II b) The Change of Authority and the Withdrawal of the Revised Textbooks ........................................................ 27 III a) Comparison of Kıbrıs Türk Tarihi 1 [Turkish Cypriot History 1] and Kıbrıs Tarihi (1878-1960): Kıbrıs‘ta İngiliz Dönemi Siyasal Tarihi [Cyprus History (1878-1960): Political History of the British Period] with the current Kıbrıs Türk Tarihi [Turkish Cypriot History] 9 ...................................................................................... 28 III a.1) Narrating the Past, but How? A Comparative Analysis of the Discourses of the withdrawn textbooks and the 2009 textbook................................................ 31 III a.2) Comparison of the Cyprus History Textbooks, Grade 9 and 10 .......................................................... 35 (Kıbrıs Türk Tarihi 1 [Turkish Cypriot History 1] and Kıbrıs Türk Tarihi [Turkish Cypriot History] 9) ......... 35 III a.3) Comparison of the Cyprus History Textbooks, Grade 9 and 10 .......................................................... 40 (Cyprus History 1878-1960 and Kıbrıs Türk Tarihi [Turkish Cypriot History] 9) ...................................... 40 ~ 2 ~ III b.1) Cyprus History 1960- 1968 ............................ 44 III b.2) Cyprus History 1968-2005 ............................. 54 III b.3) Kıbrıs Türk Tarihi [Turkish Cypriot History] 10- Cyprus Turkish History is Re-Revised: Is it a step forward? .................................................................... 64 IV) Visual Analysis of the Textbooks........................... 75 IV a) Visual Analysis of the 9th Grade Turkish Cypriot History Textbook .......................................................... 76 IV b) Visual Analysis of Cyprus History 1960-1968, Cyprus History 1968-2005 and the 2009 10th Grade Turkish Cypriot History Textbook ................................. 80 V) Conclusion ...............................................................
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