Ez mafê xwe dizanim! I know my rights! Manual on human rights education and the right to mother tongue education Based on the experiences of Kurdish youth workers and Kurdish language teachers in Turkey 1 Content Introduction: Berfîn’s story - Memo Şahin .............................................................................................. 6 Berfîn... - Ahmet Altan ...................................................................................................................... 16 Introduction to the Erasmus+-project ................................................................................................... 18 Towards methodological conceptions of minority and language status, policy and rights - Krzysztof Lalik ........................................................................................................................................................ 21 The modern debate on minority and language rights ...................................................................... 22 Language status and policy ............................................................................................................... 29 Language policy ............................................................................................................................. 33 Endangered languages scales ........................................................................................................ 35 Legal protection of minority and language rights ............................................................................. 39 Conclusions ........................................................................................................................................ 48 References: ........................................................................................................................................ 51 Kurdish language and multicultural education in Turkey - Karol Kaczorowski ..................................... 53 Jagiellonian University in Krakow (Poland) ........................................................................................... 53 A brief introduction to multicultural education ................................................................................ 53 Turkish education system and its reforms ........................................................................................ 56 The problem of Kurdish language in the Turkish education system ................................................. 57 References: ........................................................................................................................................ 60 Kurdish language and the transmission of values through literature, film and the works of art - Joanna Bocheńska ............................................................................................................................................. 62 Jagiellonian University in Krakow (Poland) ........................................................................................... 62 Kurdish identity and transmission of values ..................................................................................... 62 Kurdish cultural institutions and cultural initiatives ......................................................................... 65 Kurdish literature and films as a necessary bridge between the traditional and modern worlds .... 69 References: ........................................................................................................................................ 73 The Kurdish Language in the Official Discourse in Turkey (İbrahim Seydo Aydoğan) ........................... 74 Introduction to Kurdi Der ...................................................................................................................... 91 10 Benefits of Mother-Tongue Based Education .................................................................................. 94 The educational system at Kurdi Der schools ....................................................................................... 96 KURMANCÎ ......................................................................................................................................... 97 ANADİLDE EĞİTİMİN ÖNÜNDEKİ ZORLUKLAR .................................................................................. 98 ‘DEVLETİN DAYATTIĞI SİSTEM ANADİL DE EĞİTİM KRİTERLERİNE UYMUYOR’ ................................. 98 Application of Kurdi Der at the European Court of Human Rights ................................................... 99 2 PRECLUSIONS ON TRAINING AND EDUCATION IN MOTHER TONGUE ................................................ 102 Examples of activities on Human Rights Education from the manual Compass ................................. 109 ‘Compass: Manual for Human Rights Education with Young people’ was published in 2002 within the framework of the Human Rights Education Youth Programme of the Directorate of Youth and Sport of the Council of Europe. The manual of Compass, which can be downloaded in English on http://www.coe.int/en/web/compass/home contains games on topics such as democracy, human rights, children’s rights, education, environment, equal rights for women and men (gender), press freedom and freedom of expression, urbanisation, labour, violence and discrimination and many more. From which we chose following examples. .............................................................................. 109 Act it out .......................................................................................................................................... 109 Fighters for rights ............................................................................................................................ 113 Path to Equality-land ....................................................................................................................... 121 Mother Tongue Multilevel Kurdish Education in Northern Kurdistan - Olga Sewiłło, Oskar Podlasiński ............................................................................................................................................................. 126 Jagiellonian University in Krakow (Poland) ......................................................................................... 126 Abstract ........................................................................................................................................... 126 Introduction ..................................................................................................................................... 126 The aims and methodology ............................................................................................................. 127 The Kurdish language and it’s legal situation in the Republic of Turkey ......................................... 129 International conventions concerning minority languages ............................................................. 131 The education system in Turkey ...................................................................................................... 132 Public education .............................................................................................................................. 133 The Kurdish language institutions ................................................................................................... 136 Other cultural and educational institutions .................................................................................... 140 Conclusion ....................................................................................................................................... 144 References: ...................................................................................................................................... 146 Anzaldúa, G. (1999). Borderlands: la frontera. San Francisco:Spinsters/Aunt Lute. ............................ 146 ASTENGIYÊN LI PÊŞIYA ZIMANÊ DAYÎKÊ .............................................................................................. 151 DI DERBARÊ DIBISTANA GEL DE ........................................................................................................... 162 AVRUPA İNSAN HAKLARI MAHKEMESİ YAZI İŞLERİ MÜDÜRLÜĞÜNE ................................................. 168 DI DERBARÊ EĞÎTÎ SENÊ DE .................................................................................................................. 171 10 SUDÊN PERWERDEHIYA BI ZIMANÊ DAYÎKÊ ................................................................................... 173 Anadilde verilen eğitimin 10 faydası ................................................................................................... 173 Anadilde verilen eğitimin 10 faydası ......................................................................................... 173 Kürtçe eğitim yapan Diyarbakır Ferzad Kemanger İlkokulu’nda bir yıl geride kaldı. Anadilde eğitim hızlı öğrenmeyi sağladı, komünal anlayışla ders ve atölye materyalleri ortak kullanıldı ..................................................................................................... 173 ŞARDEDARIYA MÊRDÎNÊ ...................................................................................................................... 175 3 Mamosteyê hêja merheba. Min li ser daxwaza we tiştên ku wê demê hatibûn pirsîn bi qasî ku di bîra min de mabun min nivîsîn. hêvî dikim bi kêrî we bê. silav û rêz. ........................................................ 177 Mamosteyê