Research Article
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Construction of collective memory through official history education in North Cyprus (1971-2003)

Year 2024, Volume: 13 Issue: 1, 142 - 169, 29.05.2024

Gizem Oksuzoglu

https://doi.org/10.17497/tuhed.1423137

Abstract

Fundamental to recalling memories and remembering is to look at the past and the future concurrently. Remembering is crucial to have a temporal association so that present changes and developments can be elaborated in understanding the construction of memory. Historical trauma is a psychological and emotional collective and subjective injury which are transmitted from adults to children in a cycle process, and it continues over a life span of individuals and across generations. Soft memories are created and shared as a social process. These are narratives, historical texts and similar, less tangible forms of memory. History education has a profound influence on social discourse and the way soft memories are perceived, and since formal schooling is at the centre of shaping a generation and textbooks are the main medium of knowledge transmission, the official narrative shapes it and is often presented selectively. This research explores how the official regulation of history education is used to align official state discourse with social memory. This research employs secondary data and document analysis by examining the compulsory textbook (1979) used since 1971 in history education. It explores history education’s impact on individual narratives of remembrance and collective memory. It examines the long-term effects of what has been taught in secondary school history education on adulthood perceptions of past historical occurrences. Findings confirm that a consistent, official historical discourse supported by exposure to “hard” and “soft” memories enables the maintenance of collective memory as represented in the official discourse among society members. It also concluded that when difficult history is transmitted to the younger generation as part of education, they may experience trauma and similar negative associated feelings; furthermore, they do not necessarily unconditionally embrace the official history but question it in their adulthood.

Keywords

History education historical trauma collective memory hard and soft memories North Cyprus

References

  • Abate, D., Colls, C. S., Moyssi, N., Karsili, D., Faka, M., Anilir, A., & Manolis, S. (2019). Optimising search strategies in mass grave location through the combination of digital technologies. Forensic Science International: Synergy, 1, 95-107.
  • Akçalı, E. (2007). The ‘other’ Cypriots and their Cyprus questions. The Cyprus Review, 19(2), 57-82.
  • Akıncı, M. (2014). Turkishness as the homophonic concept of Turkish nationalism. European Journal of Social Sciences, 41(4), 571-580. Altheide, D. L. (1987). Ethnographic content analysis. Qualitative Sociology, 10(1), 65-77.
  • Anderson, B. (2006). Imagined communities: Reflections on the origin of spread of nationalism. Verso.
  • Assmann, J. (2011). Communicative and cultural memory. In A. Erll, & A. Nünning (Eds.), Cultural memory studies: An international and interdiciplinary handbook (pp. 109-118). Springer.
  • Atkinson, J., Nelson, J., Brooks, R., Atkinson, C. & Ryan, K. (2010). Trauma, transgenerational transfer and effects on community wellbeing. In P. Dudgeon, H. Milroy & R. Walker (Eds.), Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice (pp.121–140). Australian Government Department of Health and Aging.
  • Boon, C. G., & Gopinathan, S. (2005). History education and the construction of national identity in Singapore, 1945–2000 E. Vickers & A. Jones (Eds.), History Education and National Identity in East Asia (pp. 203-227). Routledge. Braito, M. T., Böck, K., Flint, C., Muhar, A., Muhar, S., & Penker, M. (2017). Human-nature relationships and linkages to environmental behaviour. Environmental Values, 26, 365-389.
  • Bryant, R. (2021). Sovereignty in drag: On fakes, foreclosure, and unbecoming states. Cultural Anthropology, 36(1), 52–82.
  • Carretero, M., Jacott, L. & López-Manjón, A. (2002). Learning history through textbooks: Are Mexican and Spanish students taught the same story? Learning and Instruction, 12, 651-665.
  • Cook, J. (2010). The process and problems of redefining Turkishness: Article 301 and Turkish identity. Sigma: Journal of Political and International Studies, 27(3), 15-32.
  • Corlett, S., & Mavin, S. (2018). Reflexivity and researcher positionality. In C. Cassell, A. L. Cunliffe, & G. Grandy (Eds.), The Sage handbook of qualitative business and management research methods (pp. 377-400). Sage.
  • Crowder, J. W., & Marion, J. (2024). Visual research: A concise introduction to thinking visually. 2nd ed.). Routledge.
  • Davies, M. (1976). Education in the Second World War: The preparation of an official history. Journal of Educational Administration and History, 8(2), 51-55.
  • Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. (2nd ed.). McGraw Hill.
  • Emilianides, A. C. (2022). The Republic of Cyprus and the Comonwealth in the 1960s. The Commonwealth Journal of International Affairs, 111(1), 19-30.
  • en.philenews (2024, March 25). CMP investigates testimonies about mass grave of 70-80 missing persons. https://in-cyprus.philenews.com/local/cmp-investigates-testimonies-about-a-mass-grave-of-70-80-missing-persons/
  • Epstein, T. (2004). Interpreting National History: Race, Identity and Pedagogy in Classrooms and Communities. Routledge.
  • Etkind, A. (2004). Hard and soft in cultural memory: Political mourning in Russia and Germany. Grey Room, 16(Summer), 36–59.
  • Flick, U. (2008). Doing triangulation and mixed methods. (2nd ed.). Sage Publications.
  • Gang, H. (2020). Islands of memory, islands of trauma: The case of Dongzhou, Hengyang, China. Island Studies Journal, 15 (2), 237-254.
  • Grbich, C. (2013). Qualitative data analysis: An introduction. (2nd ed.). Sage.
  • Güngör, Ç. (2002). Kıbrıslı Türk Gençleri konuşuyor. Metis Yayınları. Güvenlik Kuvvetleri Komutanlığı (2024). Atlılar Şehitliği. [Photograph]. https://mucahit.gov.ct.tr/Sayfa/Sehitlik?SEHITLIK_KOD=1020
  • Hall, S. (1994). Cultural identity and diaspora. In P. Williams, & L. Chrisman (Eds.), Colonial discourse and post-colonial theory: A reader. (pp. 222-237). Routledge.
  • Hubner, E., & Dirksmeier, P. (2023). Geography of placemories: Deciphering spatialised memories. Cultural Geographies, 30(1), 103-101. Kasım, K. (2020). Cyprus question and its interactions with international system. The International Journal of Economic and Social Research, 16(2), 433-442.
  • KKTC Enformasyon Dairesi (2022). Barbarlık Müzesi restorasyon çalışmalarının adından yeniden açılıyor. [Photograph] https://pio.mfa.gov.ct.tr/barbarlik-muzesi-restorasyon-calismalarinin-ardindan-yeniden-aciliyor/
  • KKTC Mahkemeler (2019). KKTC resmi tatil ve anma günleri yasası madde 3 altında yapılan tüzük 845-2019. https://mahkemeler.net/tuzuk/845-2019.pdf
  • Korostelina, K. (2008). History education and social identity. Identity: An International Journal of Theory and Research, 8, 25-45.
  • Latif, D. (2019). A challenging educational reform: Politics of history textbook revisions in North Cyprus. Compare: A Journal of Comparative and International Education, 49(1), 30-46.
  • Lefke Municipality (2024). Cengiz Topel Monument. [Photograph]. https://www.lefkebelediyesi.com/lefke-hakk%C4%B1nda/gezilecek-yerler/item/26-cengiz-topel-aniti.html
  • Makriyianni, C., Psaltis, C., & Latif, D. (2011). History teaching in Cyprus. In E. Erdmann, & W. Hasberg (Eds.), Facing, mapping, bridging diversity: Foundations of a European discourse on history education. Part, 1. (pp. 91-138). Schwalbach am Taunus: Wochen Schau Wissenschaft.
  • Margolis, E., & Zunjarwad, R. (2018). Visual research. In N. K. Denzin and Y. S. Lincoln (Eds.), The Sage handbook of qualitative research. (pp. 1039-1201). Sage Publications.
  • Martin, R. (1975). The socialisation of children in China and Taiwan: An analysis of elementary school textbooks. China Quarterly, 62, 242-262.
  • Mikellide, M. (2014). Burial patterns during armed conflict in Cyprus in the 1960s and 1970s. Journal of Forensic Sciences, 59(5), 1184-1190.
  • Montgomery, K. (2005). Banal race-thinking: Ties of blood, Canadian history textbooks and ethnic nationalism. Paedagogica Historica, 41(3), 313-336.
  • Nora, P. (1996). General introduction: Between memory and history. In P. Nora (Ed.), The construction of the French past, vol 1: Conflicts and divisions. (pp. 1–20). Colombia University Press.
  • Oteiza, T. (2003). How contemporary history is presented in Chilean middle school textbooks. Discourse & Society, 14(5), 639-660.
  • Özsezer, M., & Özkul, A. E. (2019). Siyasi iktidarların tarih ders kitaplarına etkisi bağlamında Kıbrıs Türk Toplumunda yazılan tarih kitaplarının incelenmesi (1974-2016). SUTAD, 45, 143-165.
  • Pachkov, A. (2023). The effect of education on nationalism and ethnic exclusionism in modern Russia. [Diploma Thesis, Charles University] CUDigital Repository https://dspace.cuni.cz/handle/20.500.11956/186183
  • Papadakis, Y. (2008). History education in divided Cyprus: A comparison of Greek Cypriot and Turkish Cypriot schoolbooks on the "History of Cyprus". PRIO Report 2/2008. Oslo.
  • Pehlivan, A., & Chirli, N. (2009). Kıbrıs Türk ağzında İtalyanca sözcükler. Mediterráneo/Mediterraneo, 1(4), 93-103.
  • Peler, G. Y. (2020). Kıbrıs ağızlarında kullanılan bir takım alışılmadık ekler ve türemiş kelimeler. Kıbrıs Araştırmaları ve İncelemerli Dergisi, 3(6-7), 5-18.
  • Peler, G. Y. (2022). Kıbrıs Türk ağız sözlüklerindeki sorunlar. F. Korkmaz (Ed.), 9. Milletlerarası Türkoloji Kongresi Bildiriler Kitabı (pp. 879-913).
  • Perikleous, L., Onurkan-Samani, M., & Onurkan-Aliusta, G. (2021). Those who control the narrative control the future: The teaching of History in Greek Cypriot and Turkish Cypriot schools. Historical Encounter, 8(2), 124-139.
  • Powell, D. (2020). The history you don’t know, and the history you do: the promise of signature pedagogies in history education. In W. Berg, & T. M. Christou (Eds.), The Palgrave handbook of history & social studies education (pp. 575-620). Palgrave MacMillan.
  • Psaltis, C., Franc, R., Smeekes, A., Ioannou, M., & Žeželj, I. (2017). Social representations of the past in post-conflict societies: Adherence to official historical narratives and distrust through heightened threats, In C. Psaltis, M. Carretero, & S. Čehajić-Clancy (Eds.), History education and conflict transformation: Social psychological theories, history teaching and reconciliation. (pp. 97-122). Palgrave Macmillan.
  • Renkligil, F. (2018). Kuzey Kıbrıs – Lefkoşa – Barbarlık Müzesi [Photograph] Wikipedia. https://tr.m.wikipedia.org/wiki/Dosya:Kuzey_K%C4%B1br%C4%B1s_-_Lefko%C5%9Fa_-_Barbarl%C4%B1k_M%C3%BCzesi.jpg Reo-Tek (2024, March 25). Kıbrıs Barbarlık Müzesi. https://www.reo-tek.com/kibris-barbarlik-muzesi
  • Roudometof, V. (2007). Collective memory and cultural politics: An introduction. Journal of Political and Military Sociology, 35(1), 1-16.
  • Saldaña, J. (2020). Qualitative data analysis strategies. In P. Leavy (Ed.), The Oxford handbook of qualitative research (pp. 876–911). Oxford University Press.
  • Saunders, M. N. K., Lewis, P., & Thornhill, A. (2023). Research methods for business students. (9th ed.). Pearson.
  • Six-Hohenbalken, M. (2018). May I be sacrifice for my grandchildren – transgenerational transmission and women’s narratives of the Yezidi Ferman. Dialectical Anthropology, 43(2), 161-183.
  • Spencer, S. (2023). Visual research methods in the social sciences. (2nd ed.). Routledge.
  • Stoddard, J. (2022). Difficult knowledge and history education. Pedagogy, Culture & Society, 30(3), 383-400.
  • Tater, B. (2015). Social work theory. In J. D. Wright (Ed.), Cognitive neuroscience and psychotherapy: Network principles for a unified theory (pp. 813-820). Academic Press.
  • Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioural sciences. Sage Publications.
  • Terkourafi, M. (2007). Perceptions of difference in the Greek sphere. Journal of Greek Linguistics, 8, 60-96.
  • Todolov, T. (2000). Hope and memory: Lessons from the Twentieth Century. Princeton University Press.
  • Trask, D. F. (1989). Does official history have a future? The Public Historian, 11(2), 47-52.
  • Vafaei, L. E. (2020). Lighting the TRNC flag on the Besparmak Mountain with solar energy. 4th International Symposium on Multidisciplinary Studies and Innovative Technologies (ISMSIT) (pp.1–16).
  • VanSledright, B. (2008). Narratives of nation-state, historical knowledge, and school history education. Review of Research in Education, 32, 109-146.
  • Vickers, E. (2024). The motherland’s suffocating embrace: Schooling and public discourse on Hong Kong identity under the National Security Law. Comparative Education, 60(1), 138-158.
  • Volkan, V. D. (1979). Cyprus war and adaptation: A psychoanalytic history of two ethnic groups in conflict. University of Virginia.
  • Volkan, V. D. (1997). Bloodlines: From ethnic pride to ethnic terrorism. Farrar Straus Giroux.
  • Volkan, V. D. (2004). Blind trust: Large groups and their leaders in times of crisis and terror. Pitchstone.
  • Volkan. V. D. (2006). Killing in the name of identity. Pitchstone.
  • Zembylas, M. & Karahasan, H. (2017). Formal and non-formal reform efforts of history teaching in Cyprus: Memories and reconciliation pedagogies, In C. Psaltis, M. Carretero, & S. Čehajić-Clancy (Eds.), History education and conflict transformation: Social psychological theories, history teaching and reconciliation (pp. 321-339). Palgrave Macmillan.

Year 2024, Volume: 13 Issue: 1, 142 - 169, 29.05.2024

Gizem Oksuzoglu

https://doi.org/10.17497/tuhed.1423137

Abstract

References

  • Abate, D., Colls, C. S., Moyssi, N., Karsili, D., Faka, M., Anilir, A., & Manolis, S. (2019). Optimising search strategies in mass grave location through the combination of digital technologies. Forensic Science International: Synergy, 1, 95-107.
  • Akçalı, E. (2007). The ‘other’ Cypriots and their Cyprus questions. The Cyprus Review, 19(2), 57-82.
  • Akıncı, M. (2014). Turkishness as the homophonic concept of Turkish nationalism. European Journal of Social Sciences, 41(4), 571-580. Altheide, D. L. (1987). Ethnographic content analysis. Qualitative Sociology, 10(1), 65-77.
  • Anderson, B. (2006). Imagined communities: Reflections on the origin of spread of nationalism. Verso.
  • Assmann, J. (2011). Communicative and cultural memory. In A. Erll, & A. Nünning (Eds.), Cultural memory studies: An international and interdiciplinary handbook (pp. 109-118). Springer.
  • Atkinson, J., Nelson, J., Brooks, R., Atkinson, C. & Ryan, K. (2010). Trauma, transgenerational transfer and effects on community wellbeing. In P. Dudgeon, H. Milroy & R. Walker (Eds.), Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice (pp.121–140). Australian Government Department of Health and Aging.
  • Boon, C. G., & Gopinathan, S. (2005). History education and the construction of national identity in Singapore, 1945–2000 E. Vickers & A. Jones (Eds.), History Education and National Identity in East Asia (pp. 203-227). Routledge. Braito, M. T., Böck, K., Flint, C., Muhar, A., Muhar, S., & Penker, M. (2017). Human-nature relationships and linkages to environmental behaviour. Environmental Values, 26, 365-389.
  • Bryant, R. (2021). Sovereignty in drag: On fakes, foreclosure, and unbecoming states. Cultural Anthropology, 36(1), 52–82.
  • Carretero, M., Jacott, L. & López-Manjón, A. (2002). Learning history through textbooks: Are Mexican and Spanish students taught the same story? Learning and Instruction, 12, 651-665.
  • Cook, J. (2010). The process and problems of redefining Turkishness: Article 301 and Turkish identity. Sigma: Journal of Political and International Studies, 27(3), 15-32.
  • Corlett, S., & Mavin, S. (2018). Reflexivity and researcher positionality. In C. Cassell, A. L. Cunliffe, & G. Grandy (Eds.), The Sage handbook of qualitative business and management research methods (pp. 377-400). Sage.
  • Crowder, J. W., & Marion, J. (2024). Visual research: A concise introduction to thinking visually. 2nd ed.). Routledge.
  • Davies, M. (1976). Education in the Second World War: The preparation of an official history. Journal of Educational Administration and History, 8(2), 51-55.
  • Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. (2nd ed.). McGraw Hill.
  • Emilianides, A. C. (2022). The Republic of Cyprus and the Comonwealth in the 1960s. The Commonwealth Journal of International Affairs, 111(1), 19-30.
  • en.philenews (2024, March 25). CMP investigates testimonies about mass grave of 70-80 missing persons. https://in-cyprus.philenews.com/local/cmp-investigates-testimonies-about-a-mass-grave-of-70-80-missing-persons/
  • Epstein, T. (2004). Interpreting National History: Race, Identity and Pedagogy in Classrooms and Communities. Routledge.
  • Etkind, A. (2004). Hard and soft in cultural memory: Political mourning in Russia and Germany. Grey Room, 16(Summer), 36–59.
  • Flick, U. (2008). Doing triangulation and mixed methods. (2nd ed.). Sage Publications.
  • Gang, H. (2020). Islands of memory, islands of trauma: The case of Dongzhou, Hengyang, China. Island Studies Journal, 15 (2), 237-254.
  • Grbich, C. (2013). Qualitative data analysis: An introduction. (2nd ed.). Sage.
  • Güngör, Ç. (2002). Kıbrıslı Türk Gençleri konuşuyor. Metis Yayınları. Güvenlik Kuvvetleri Komutanlığı (2024). Atlılar Şehitliği. [Photograph]. https://mucahit.gov.ct.tr/Sayfa/Sehitlik?SEHITLIK_KOD=1020
  • Hall, S. (1994). Cultural identity and diaspora. In P. Williams, & L. Chrisman (Eds.), Colonial discourse and post-colonial theory: A reader. (pp. 222-237). Routledge.
  • Hubner, E., & Dirksmeier, P. (2023). Geography of placemories: Deciphering spatialised memories. Cultural Geographies, 30(1), 103-101. Kasım, K. (2020). Cyprus question and its interactions with international system. The International Journal of Economic and Social Research, 16(2), 433-442.
  • KKTC Enformasyon Dairesi (2022). Barbarlık Müzesi restorasyon çalışmalarının adından yeniden açılıyor. [Photograph] https://pio.mfa.gov.ct.tr/barbarlik-muzesi-restorasyon-calismalarinin-ardindan-yeniden-aciliyor/
  • KKTC Mahkemeler (2019). KKTC resmi tatil ve anma günleri yasası madde 3 altında yapılan tüzük 845-2019. https://mahkemeler.net/tuzuk/845-2019.pdf
  • Korostelina, K. (2008). History education and social identity. Identity: An International Journal of Theory and Research, 8, 25-45.
  • Latif, D. (2019). A challenging educational reform: Politics of history textbook revisions in North Cyprus. Compare: A Journal of Comparative and International Education, 49(1), 30-46.
  • Lefke Municipality (2024). Cengiz Topel Monument. [Photograph]. https://www.lefkebelediyesi.com/lefke-hakk%C4%B1nda/gezilecek-yerler/item/26-cengiz-topel-aniti.html
  • Makriyianni, C., Psaltis, C., & Latif, D. (2011). History teaching in Cyprus. In E. Erdmann, & W. Hasberg (Eds.), Facing, mapping, bridging diversity: Foundations of a European discourse on history education. Part, 1. (pp. 91-138). Schwalbach am Taunus: Wochen Schau Wissenschaft.
  • Margolis, E., & Zunjarwad, R. (2018). Visual research. In N. K. Denzin and Y. S. Lincoln (Eds.), The Sage handbook of qualitative research. (pp. 1039-1201). Sage Publications.
  • Martin, R. (1975). The socialisation of children in China and Taiwan: An analysis of elementary school textbooks. China Quarterly, 62, 242-262.
  • Mikellide, M. (2014). Burial patterns during armed conflict in Cyprus in the 1960s and 1970s. Journal of Forensic Sciences, 59(5), 1184-1190.
  • Montgomery, K. (2005). Banal race-thinking: Ties of blood, Canadian history textbooks and ethnic nationalism. Paedagogica Historica, 41(3), 313-336.
  • Nora, P. (1996). General introduction: Between memory and history. In P. Nora (Ed.), The construction of the French past, vol 1: Conflicts and divisions. (pp. 1–20). Colombia University Press.
  • Oteiza, T. (2003). How contemporary history is presented in Chilean middle school textbooks. Discourse & Society, 14(5), 639-660.
  • Özsezer, M., & Özkul, A. E. (2019). Siyasi iktidarların tarih ders kitaplarına etkisi bağlamında Kıbrıs Türk Toplumunda yazılan tarih kitaplarının incelenmesi (1974-2016). SUTAD, 45, 143-165.
  • Pachkov, A. (2023). The effect of education on nationalism and ethnic exclusionism in modern Russia. [Diploma Thesis, Charles University] CUDigital Repository https://dspace.cuni.cz/handle/20.500.11956/186183
  • Papadakis, Y. (2008). History education in divided Cyprus: A comparison of Greek Cypriot and Turkish Cypriot schoolbooks on the "History of Cyprus". PRIO Report 2/2008. Oslo.
  • Pehlivan, A., & Chirli, N. (2009). Kıbrıs Türk ağzında İtalyanca sözcükler. Mediterráneo/Mediterraneo, 1(4), 93-103.
  • Peler, G. Y. (2020). Kıbrıs ağızlarında kullanılan bir takım alışılmadık ekler ve türemiş kelimeler. Kıbrıs Araştırmaları ve İncelemerli Dergisi, 3(6-7), 5-18.
  • Peler, G. Y. (2022). Kıbrıs Türk ağız sözlüklerindeki sorunlar. F. Korkmaz (Ed.), 9. Milletlerarası Türkoloji Kongresi Bildiriler Kitabı (pp. 879-913).
  • Perikleous, L., Onurkan-Samani, M., & Onurkan-Aliusta, G. (2021). Those who control the narrative control the future: The teaching of History in Greek Cypriot and Turkish Cypriot schools. Historical Encounter, 8(2), 124-139.
  • Powell, D. (2020). The history you don’t know, and the history you do: the promise of signature pedagogies in history education. In W. Berg, & T. M. Christou (Eds.), The Palgrave handbook of history & social studies education (pp. 575-620). Palgrave MacMillan.
  • Psaltis, C., Franc, R., Smeekes, A., Ioannou, M., & Žeželj, I. (2017). Social representations of the past in post-conflict societies: Adherence to official historical narratives and distrust through heightened threats, In C. Psaltis, M. Carretero, & S. Čehajić-Clancy (Eds.), History education and conflict transformation: Social psychological theories, history teaching and reconciliation. (pp. 97-122). Palgrave Macmillan.
  • Renkligil, F. (2018). Kuzey Kıbrıs – Lefkoşa – Barbarlık Müzesi [Photograph] Wikipedia. https://tr.m.wikipedia.org/wiki/Dosya:Kuzey_K%C4%B1br%C4%B1s_-_Lefko%C5%9Fa_-_Barbarl%C4%B1k_M%C3%BCzesi.jpg Reo-Tek (2024, March 25). Kıbrıs Barbarlık Müzesi. https://www.reo-tek.com/kibris-barbarlik-muzesi
  • Roudometof, V. (2007). Collective memory and cultural politics: An introduction. Journal of Political and Military Sociology, 35(1), 1-16.
  • Saldaña, J. (2020). Qualitative data analysis strategies. In P. Leavy (Ed.), The Oxford handbook of qualitative research (pp. 876–911). Oxford University Press.
  • Saunders, M. N. K., Lewis, P., & Thornhill, A. (2023). Research methods for business students. (9th ed.). Pearson.
  • Six-Hohenbalken, M. (2018). May I be sacrifice for my grandchildren – transgenerational transmission and women’s narratives of the Yezidi Ferman. Dialectical Anthropology, 43(2), 161-183.
  • Spencer, S. (2023). Visual research methods in the social sciences. (2nd ed.). Routledge.
  • Stoddard, J. (2022). Difficult knowledge and history education. Pedagogy, Culture & Society, 30(3), 383-400.
  • Tater, B. (2015). Social work theory. In J. D. Wright (Ed.), Cognitive neuroscience and psychotherapy: Network principles for a unified theory (pp. 813-820). Academic Press.
  • Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioural sciences. Sage Publications.
  • Terkourafi, M. (2007). Perceptions of difference in the Greek sphere. Journal of Greek Linguistics, 8, 60-96.
  • Todolov, T. (2000). Hope and memory: Lessons from the Twentieth Century. Princeton University Press.
  • Trask, D. F. (1989). Does official history have a future? The Public Historian, 11(2), 47-52.
  • Vafaei, L. E. (2020). Lighting the TRNC flag on the Besparmak Mountain with solar energy. 4th International Symposium on Multidisciplinary Studies and Innovative Technologies (ISMSIT) (pp.1–16).
  • VanSledright, B. (2008). Narratives of nation-state, historical knowledge, and school history education. Review of Research in Education, 32, 109-146.
  • Vickers, E. (2024). The motherland’s suffocating embrace: Schooling and public discourse on Hong Kong identity under the National Security Law. Comparative Education, 60(1), 138-158.
  • Volkan, V. D. (1979). Cyprus war and adaptation: A psychoanalytic history of two ethnic groups in conflict. University of Virginia.
  • Volkan, V. D. (1997). Bloodlines: From ethnic pride to ethnic terrorism. Farrar Straus Giroux.
  • Volkan, V. D. (2004). Blind trust: Large groups and their leaders in times of crisis and terror. Pitchstone.
  • Volkan. V. D. (2006). Killing in the name of identity. Pitchstone.
  • Zembylas, M. & Karahasan, H. (2017). Formal and non-formal reform efforts of history teaching in Cyprus: Memories and reconciliation pedagogies, In C. Psaltis, M. Carretero, & S. Čehajić-Clancy (Eds.), History education and conflict transformation: Social psychological theories, history teaching and reconciliation (pp. 321-339). Palgrave Macmillan.
There are 65 citations in total.

Details

Primary Language English
Subjects History Education
Journal Section Research & Theoretical Articles
Authors

Gizem Oksuzoglu 0000-0002-3964-8977

Early Pub Date May 29, 2024
Publication Date May 29, 2024
Submission Date January 20, 2024
Acceptance Date May 3, 2024
Published in Issue Year 2024 Volume: 13 Issue: 1

Cite

APA Oksuzoglu, G. (2024). Construction of collective memory through official history education in North Cyprus (1971-2003). Turkish History Education Journal, 13(1), 142-169. https://doi.org/10.17497/tuhed.1423137
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1- APA7 Referencing Style:

As of May 2024, TUHED will follow APA 7 (American Psychological Association) style for referencing and citation. For more information, please refer to the TUHED template and writting guidelines.

2- Early Release:

According to the TUHED's new publication policy, the articles which have completed the evaluation process will be published online-first. It will no longer be necessary for manuscripts to wait until the “next issue”. Early Release articles will receive an international identification code (DOI), and identified page numbers. 

3- Ethics Committee Approval:

In accordance with the ULAKBİM decision of 25 February 2020, Ethics Committee Approval must be obtained for studies on people (without age restrictions), this approval must be specified in the Method section of the article and signed Ethics Committee Approval must be uploaded to the system. Applications that do not meet these requirements will not be considered for publication.

4- New Publication Policy 

Beginning from Spring 2021 issue TUHED will require all Turkish manuscripts to contain a full-text English translation. Manuscripts submitted in Turkish will be requested to have full-text English translation if they are accepted for publication after the review process. 



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