History, Identity, and Education: The Impact of the Discourses of TRNC Presidents on Education Policies
ABSTRACT
This study
examines the impact of the discourses of the Presidents of the Turkish Republic
of Northern Cyprus (TRNC) on education policies. Education in the TRNC has been
a crucial component of identity construction throughout its historical process,
and the discourses of political leaders have played a significant role in
shaping education policies. In this context, the study analyzes how the
discourses of TRNC Presidents regarding education policies are reflected in the
education system through discourse analysis. The primary objective of the study
is to reveal the impact of presidential discourses on education policies in the
TRNC. Initially, the study discusses the political history of the TRNC and the
process of identity construction, followed by an examination of the role of
education in this process. The statements of the Presidents at different
periods, their attitudes toward education policies, and their influence on
educational practices are evaluated using the discourse analysis method. The
study finds that each President has developed distinct discourses on education
policies based on the political and social conditions of their respective
periods. While some Presidents emphasized the role of education as a tool for
strengthening Turkish Cypriot identity, others adopted a more pragmatic
approach, favoring education models aligned with international standards. These
differences in discourse have played a decisive role in shaping education
policies. The findings of the study indicate that education in the TRNC is not
merely an academic process but also an integral part of identity construction.
It has been determined that presidential discourses directly influence education
policies, manifesting in various aspects, from curriculum changes to teacher
policies. Furthermore, the study concludes that the political conjuncture and
Cyprus negotiation processes also play a significant role in shaping education
policies. Ultimately, the study demonstrates that the discourses of the
Presidents have a substantial impact on education policies in the TRNC. This
research provides a crucial framework for understanding how education policies
in the TRNC have been shaped within historical and political contexts. It is
also suggested that discourse analyses of this nature can contribute
significantly to guiding future education policies.