Transforming Rural Education: Village Institutes as Architects of Modernity in T端rkiye (1937-1960)
T端rkiye’s century-long modernization journey, officially commencing in 1839 with the Tanzimat Edict or alternatively in 1923 with the establishment of the modern Turkish state, has encountered persistent challenges. These include top-down single-party policies, the struggle between traditionalists and reformists, military interventions, the rise of Islamist movements, and Kemalist reforms.
This dissertation highlights the often-neglected influence of the rural factor on Turkish modernization. In these areas, educational institutions known as Village Institutes (VIs) played a crucial role in cultivating a new generation of rural teachers which operated from 1940 to 1954 and significantly contributing to the country’s modernization. VIs exemplify the importance of addressing rural aspects in comprehending and achieving Turkish modernization.
Key questions include the possibility of alternative theories challenging established perspectives on the incomplete process of Turkish modernization within the education system, the role of traditional madrasahs and modern schools in the Ottoman Empire and the republican regime, the unique contributions of VIs to Turkish modernization, and the societal responses to VIs.
This study posits: 1) Societal divisions in Turkey impeded modernization, 2) Village Institutes nurtured a distinct rural intellectual group, 3) VIs swiftly instilled democratic values, and 4) Ruptures altered Turkey’s modernization focus.
In conclusion, this dissertation offers essential insights into Turkish modernization, emphasizing the significance of rural areas and the transformative power of Village Institutes within a concise framework.
https://doktori.bibl.u-szeged.hu/id/eprint/11930/
https://doktori.bibl.u-szeged.hu/id/eprint/11930/1/HG's