A review of cultural heritage education in Turkish schools (1962-2011)

Abstract

Cultural heritage preservation has formed a key component of Turkish Social Studies instruction since the curriculum first was introduced in the 1960s. In this article, we trace changes over time in the way cultural heritage has been presented to students in Turkey. For this study, Turkish Social Studies textbooks for fourth through seventh graders (ages 9-10 to 12-13) published from 1974 to 2011 were examined, including both their texts and illustrations concerning cultural heritage and the closely related topic of tourism. Over nearly four decades, the textbook presentation of cultural heritage has shifted from a national focus to a focus on world cultural heritage, both tangible and intangible. The textbooks illustrate the high value placed on monuments and artwork that demonstrate the accomplishments and progress of Anatolian civilizations, specifically, the Seljuk and Ottoman Turks. Notably, the textbooks emphasize the economic value of monuments and sites for tourism revenues.