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

我们的项目的目的是分析土耳其人和土耳其的知识在德国的教育工作者之间的流通和话语的变化之间的1839年和1945年。这些知识是通过学校使用的教科书和教师期刊（Lehrerzeitungen）以及教学期刊和参考书提供的，这些教科书和期刊为他们提供专业支持和肯定。与来自其他社会背景的来源相一致，这些创造了一种可识别的话语，即历史上特定范围的可想象和可表达的知识，这些知识与社会权力关系相交并由社会权力关系塑造。三个问题在于我们的分析的核心：首先，如何领先的教育家（Schulmänner），教师和教师有助于构成，结构和改变土耳其和土耳其的知识？其次，在这一过程中，他们如何参考其他知识领域和相邻的话语？第三，教育的地位和作用在这一时期发生了怎样的变化？为了确定其对土耳其语和土耳其语话语的贡献，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，政治，商业和大众媒体。 研究期间的开始和结束都以历史事件为标志，这些事件极大地影响了德国对土耳其人和土耳其的认识。1839年，坦齐马特（波兰语，阿拉伯语为重新排序）的时代开始于奥斯曼帝国。这些改革创造了法律的基础，为穆斯林和非穆斯林在帝国中的平等地位提供了保障，为民法中保护私有财产提供了保证，并被普遍认为使奥斯曼帝国更接近欧洲的宪政民族国家模式。坦齐马特改革被德国观察家通过与世纪初普鲁士改革时代的比较而称赞，这一事实使其成为一个有希望的起点。我们开始我们的分析与坦齐马特在德国各州的最早反应，并把它向前推进到一个时期的停滞生产的教学知识土耳其人和土耳其，由于各种原因，可以注意到在20世纪40年代。

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.