In this study, content on gender, religion, and policy concerns was examined in Turkish social studies textbooks. Content and discourse analyses were conducted to clarify the text and narrative of these textbooks. This comprehensive approach enabled researchers to gain a comprehensive understanding of the textbooks, their key messages, and the broader social implications of the content. This multidimensional analysis can deepen understanding of the social, cultural, and educational contexts in which these textbooks are produced. Factors influencing the evolving content of social studies textbooks beyond the prescribed curriculum were explored. Design of contemporary textbooks is driven by ideological rather than academic motives, and these textbooks often lack comprehensive sources and evidence. These materials provide limited narratives on Turkish national identity, gender equality, and societal diversity. Additionally, these textbooks incorporate Islamic customs with conservative religious framing, which aligns with the Turkish Ministry of National Education’s2018 reforms. The promotion of “new-Ottomanism”and Islamic ideals aligns with the ruling party’sdiscourses and the Republic’sPresidency. Ottoman history, unity around the Turkish-Islamic outlook, and pride in national traditions are emphasized, whereas the contributions of modern Turkish society’sfounders are neglected. Consequently, these textbooks reflect dominant rather than unbiased viewpoints, failing to foster critical thinking and impartiality.
【中文摘要】
本研究探討土耳其社會教科書中關於性別、宗教和政策議題的內容。以文本與話語分析釐清教科書中的文本與敘事架構，以探討教科書本身、主要訊息，以及其社會意涵，並加深對教科書所處的社會、文化和教育脈絡的理解。研究探討了影響教科書變化的因素。現代教科書的設計受意識形態影響，而非單純的學術動機，常缺乏完整的資料與證據。對土耳其的國家認同、性別平等與社會多樣性觀的呈現相當有限。此外，教科書納入伊斯蘭習俗，以保守的宗教框架進行詮釋，與2018年的課程改革相符。「新奧斯曼主義」與伊斯蘭理想的推崇，也與執政黨及共和國總統府的立場一致。教科書強調新奧斯曼歷史、土耳其─伊斯蘭觀點的團結及民族自豪感，卻忽略現代土耳其社會奠基者的貢獻。因此，這些教科書反映的是主導意識形態的觀點，難以培養批判性思維與公正性。
