Knowledge about Turks and Turkey in education. An inquiry of the discoursive development 1839-1945

我们项目的目的是分析1839年至1945年间德国教育工作者中流传的土耳其人和土耳其人的知识及其话语变化。这种知识是通过学校使用的教科书和教师期刊（Lehrerzeitungen）以及通过教学期刊和参考著作构成的，这些期刊向教师提供专业支持和肯定。与来自其他社会背景的资源相一致，这些创造了一种可识别的话语，在历史上特定范围的可想象和可表达的知识与社会权力关系相交并由其形成。三个问题是我们分析的核心：首先，主要的教育家（Schulmänner）、教师和教师是如何为构建、构建和改变土耳其人和土耳其人的知识做出贡献的？其次，在这个过程中，他们是如何提及其他知识领域和毗邻的话语的？第三，在研究期间，教育的地位和功能发生了怎样的变化？为了确定其对土耳其和土耳其话语的贡献，我们还将调查教育领域如何涉及其他层面的话语，例如学术界，政界，商界和大众媒体。研究时期的开始和结束都以历史事件为标志，这些历史事件极大地影响了德国对土耳其人和土耳其人的认识的转变。1839年，奥斯曼帝国开始了Tanzimat （pl.，阿拉伯语为重新排序）时代。这些改革创造了法律基础，例如在帝国中引入穆斯林和非穆斯林的平等地位，在民法中为保护私有财产提供了保证，并且通常被认为使奥斯曼国家更接近欧洲宪政民族国家的模式。通过与19世纪初普鲁士改革时代的比较，坦齐马特改革受到德国观察家的赞扬，这一事实使其成为一个有希望的起点。我们从德国各州对Tanzimat的最早反应开始分析，并将其推进到关于土耳其人和土耳其人的教学知识生产停滞的时期，由于各种原因，可以在20世纪40年代注意到。

The purpose of our project is to analyse the knowledge of Turks and Turkey circulating among educators in Germany and its discursive change between 1839 and 1945. Such knowledge was constituted through textbooks for school use and teachers periodicals (Lehrerzeitungen), that provided them professional support and affirmation, as well as through pedagogical journals and reference works. In concert with sources from other social contexts, these created an identifiable discourse in the sense of a historically specific range of conceivable and expressible knowledge intersecting with and shaped by social power relations. Three questions lie at the heart of our analysis: Firstly, how did leading educationists (Schulmänner), pedagogues and teachers contribute to constituting, structuring and altering knowledge of Turks and Turkey? Secondly, how did they refer to other areas of knowledge and adjoining discourses in this process? Thirdly, how did the position and function of education change over the period studied? To identify its contribution to the discourse on Turks and Turkey, we will also investigate how the educational field referred to other levels of discourse e.g. in academia, politics, business and the mass media. The beginning and end of the period studied are both marked by historical events that greatly influenced shifts in the knowledge about Turks and Turkey in Germany. In 1839, the Tanzimat (pl., Arabic for reordering) era began in the Ottoman Empire. These reforms created e.g. the legal basis to introduce equal status for Muslims and non-Muslims in the Empire, provided assurances for the safeguarding of private property in civil law, and were generally regarded as bringing the Ottoman state closer to the European model of constitutional nation states. The fact that the Tanzimat reforms were praised by German observers through comparison with the Prussian reform era of the early 19th century makes this a promising starting point. We begin our analysis with the earliest reactions to Tanzimat in the German states and carry it forward to the period of stagnation in the production of pedagogical knowledge on Turks and Turkey that, for a variety of reasons, can be noted in the 1940s.