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.