A perspective of history-themed curricula on the development of historical and democratic consciousness in Turkiye

Abstract

The concept of historical and democratic consciousness in Turkiye is approached in a multi-layered manner. These layers consist of a structure in which many factors such as historical process, social structure, education system, political developments, and cultural factors play a role. History lessons and curriculum focus on how younger generations are introduced to history and the effects of this introduction on democratic consciousness. In this context, it is essential how history-themed curricula address democratic values to understand historical and democratic consciousness. This study aims to discuss how historical and democratic consciousness is shaped, changed, and transformed through education. The authors analyzed the curricula related to history taught at the elementary, secondary, and high school levels by using Wodak's critical discourse analysis. The data reveals themes such as ideological and political effects in history curricula, curriculum change and its effects, the curriculum's approach to multiculturalism, and the reflections of ethnic and religious diversity on the curriculum. Findings point that Turkish nationalism has a significant impact on democratic consciousness throughout historical development. In the history of Turkish democracy, the idea of gaining democratic consciousness through a history-teaching approach that emphasizes participatory democracy in the historical process and carries the traces of liberal democracy with an understanding of developmental democracy comes to the forefront.