The Pedagogical State: Education and the Politics of National Culture in Post-1980 Turkey by Sam Kaplan. Palo Alto, CA: Stanford University Press, 2006. 254 pp. ISBN 0-8047-5433-0. Turkey has long gripped the fervent imaginations of imperial policymakers and colleagues in Western academia, 1 where the country and region are often conceived of in dualist terms—Islamic fundamentalist or Western modernist (Munir, 2007). With an amenable disposition towards various imperial geo-political intrigues, steady arms purchases, and perhaps most emphatically, forced secularity in the erstwhile home of the most recent Islamic Caliphate, Ataturkism 2 has been good for the West and is thus the lauded regional example of Westernization par excellence. The Pedagogical State by Sam Kaplan draws substantially on the historical links among groups and their particular ideologies in Turkey to tease out the multiple and often overlapping identities existing across time and to show how they influence the debate on Turkish education. Specifically, Kaplan seeks to address how the military, secular industrialists, and religious nationalists promulgate their respective worldviews in schooling. Discourse on the convergence of these views in the Turkish public sphere is framed within an eclectic sociocultural milieu (amid a vast Ottoman-Islamic legacy) by a range of complimentary and antagonistic groups. For example, secular and religious groups continue to voice great displeasure with an economic future mortgaged to the whims of global debt capital, 3 brutal regional military occupations (e.g., Iraq and Palestine), and a corporatized school system which, for many Muslims, further relinquishes Islamic teachings and values to a profit- driven secular humanism (Ramadan, 2003). Conversely, significant portions of the electorate, particularly those in the employ of the military-industrial complex, unconditionally support Turkey’s sociopolitical maneuvers and strategic alliances with the West. The Pedagogical State is designed around a multi-layered analysis of the power relations inflecting Turkish schooling since 1980. Kaplan highlights Turkey’s religious and political threads using a contextualized historical lens. This helps focus his rendering of Turkey’s conceptual socioreligious chassis, the secular Turkish Islamic Synthesis: 4 “only religion can effectively link an ever- changing material culture with an invariant native essence” (p. 77). From this Foucauldian reference point Kaplan engages two interrelated issues: the notion of governmentality—extrapolating how groups contest the politics of education with their world views—and the notion of subjectivity—how mass schooling prepares students to participate in the public sphere (p. xvi). Kaplan’s textually driven approach synthesizes these issues, providing insights into ways that identity and sociohistorical transformations develop across generations in a specific village
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