An opportunity to help TLP bring our expertise to Turkish High Schools.

With the help of a grant from SIAH, the Southampton Institute for the Arts and Humanities, TLP is preparing Turkish-language Teacher’s Packs for high school-level history teachers in Turkey. We hope to encourage students to approach the centenary of this seminal moment in the history of the Republic and wider world in new ways, bringing our members’ latest research straight to the classroom.

As İsmail Demircioğlu’s research has noted, Turkish history teaching has struggled to instill the critical thinking skills necessary to foster active citizenship. Students tend to be presented with a monovocal master narrative, without being encouraged to reflect on the role such narratives play in nation-building and identity politics. TLP hopes to take a small step to address this situation.

We invite expressions of interest from educators interested in producing these materials, under the supervision of TLP’s convenors. It is anticipated that this will take ten days, with payment on a per diem basis. Prior experience of producing such materials for high school students and fluency in Turkish are desirable, but not essential. Although experience of archival research into an aspect of Lausanne is no disqualification, the focus here is on teaching students skills, not one-way transmission of original research.

Once developed, these teaching resources will need to be refined in the light of feedback gained from actual classroom use. To that end, we are also looking for active Turkish high school teachers willing to give these materials a test run and collect feedback, including from students. Teachers interested in this are also invited to get in touch. Participating teachers will be paid a honorarium for their time and expertise.

Those interested in being considered should send a CV and covering email to info@thelausanneproject.com by 31 August 2022.

The skills of enquiry and critical thinking, both of which are crucial for critical awareness and active citizenship, can be taught to students in history courses. The data would seem to suggest that, in Turkish high schools at least, the teaching of history does not encourage active citizenship.

İsmail Demircioğlu, “Perceptions of Turkish History Teachers”, Int. Journal of Historical Learning Teaching and Research 8.1 (2009).