Abstract
Responding to the identity-based claims of discriminated-against minorities while maintaining a shared national identity in and through education is a continuing challenge for Turkey, as it is in many other national contexts. Through a systematic analysis of 245 Turkish textbooks, this study explores the presentation in them of Turkish national identity and those of ethnic, religious and language-based minorities. Textbooks in Turkey take their present shape and content as a result of a comprehensive curriculum reform of 2005 that aimed to make them conform to the norms of the EU. Despite this rewriting, the study shows that textbooks do not include any radical change in terms of the representation of the national self and of ethnic minorities. Indeed, a close analysis of the textbooks demonstrates that they still preserve an ethno-religious national identity. Recent attempts to include ethnic and religious minorities in the textbooks within the frame of a discourse of tolerance, on the other hand, show an inclusion on the basis of unequal social position for minorities.
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