by Talisker » Sun Nov 22, 2009 2:01 pm
Another sad aspect is the institutionalised propaganda presented to children within educational curricula in the TRNC, clearly with a political motive. See below a critical analysis of TRNC educational curricular policy and content relating to history and particularly to anti-GC propaganda. Interesting to note this is an analysis from within the system.
HUMAN RIGHTS VIOLATIONS IN EDUCATIONAL CURRICULUM
By Ulus Irkad
Before going into details about aspects that conflicts human rights and also contradicts EU objectives and principles in Educational curriculum applied in schools in Northern Cyprus, I would like to read to you a passage from the book “ Turkish Cypriot Identity in Literature”, which runs in two paragraphs on page 50 , written by Mehmet Yaşın:
“None of the usual arguments put forward is sufficient to explain the reasons for our denial of our country and its identity. If in our history the dominant motive has been our struggle to escape being a minority and our sensitivity to it, then the establishment of a “majority” in North Cyprus after 1974 and its meaning in our social psychology can partly be understood. Perhaps our social psychology can partly be understood. Perhaps our houses left in the South of Cyprus – Hala Sultan Tekkesi remind us of our minority identity and so we deny it. As we do not want such an identity, we deny ourselves the feeling of longing. But while refusing what was ours and migrating to the North, we became a majority in houses that did not belong to us. We acquired an “identity of looting”. Looting not only spoilt our collective soul and character, it also destroyed our history. It made all our people the partners in crime of the ruling powers and their secret allies. It created a massive confusion in identity. But we don’t worry about that! For those of us who become more impoverished as we become richer through the spoils of war, nothing is more important than not being a minority. This is our tragedy, which the Greek Cypriots somehow are unable to understand and we are equally unable to explain.”
THE SOCIO – PSYCHOLOGICAL INFLUENCE OF WARS (Page 55, The same book)
“Kıbrıs Türk Mücahidinin Sesi Bayrak Radyosu (The Voice of the Turkish Cypriot Mujahedin, Flag Radio)”, set up following the 1963 war in Cyprus, for years used a well-known poem at the beginning and the end of its programmes. Following long debates on the identity of the writer, eventually it was decided that it was an adaptation of an anonymous poem originally addressed to “Moscow” and recited in Turkey. It was being presented to the Turkish Cypriots almost as a national anthem. Begging your forgiveness, I would like to read some of the verses. The name of the poem is HATRED.
...
My only aim is revenge
If only my turn would come for the battle ground
If only in one day I could behead a thousand infidels
By God this hatred will never leave me
A thousand infidel heads
One single hatred can’t repay
....
If only I could crush the thirty thousand heads with a stone
If only I could extract with pliers the teeth of ten thousand
throw the carcasses of the hundred thousand into a river
by God this hatred will never leave me
A thousand infidel heads
One single hatred can’t repay
...
If only I could stamp forty thousand with a bayonet?
Send eighty thousand to Hell
Dangle a hundred thousand at the end ropes
By God this hatred will never leave me
A thousand infidel heads
“...The taboos which still dominate our community are largely the result of these years. In the enclaves everything used to be divided between “black” and “white”. This “blackness” and “whiteness” was taken to the population in symbols based on the mentality created by the experiences of wars, on the historical myths, the ideology of Turkism and the provocative speeches reminiscent of Fascist propaganda. These symbols containing elements of violence were disseminated by social institutions such as the family, school and the mass media. From childhood, Turkish children perceived their own identities through “white” symbols and that of the Greeks as “black”. In the end, war was conducted between these “black” and “white” marks, and not between Turkish Cypriots and Greek Cypriots. Reality left its place to a paranoid world of illusion...” (page 59 – 60)
“The social psychology dominant amongst the Turkish Cypriots rejects, without any hesitation, any identity which defines them as a “minority” throughout our history all the acts of political opposition which we conducted with an overwhelming communal will have been typical symptoms of this communal psychology. These were : 1) Enosis, 2) Constitutions denying equal rights, 3)Unitary Hellenic of Cyprus, 4) Unification with the Republic of Turkey. All were attempts to put Turkish Cypriots in a position of a minority. In addition, even if the instigator of these acts of opposition was Turkey, the Turkish Cypriot community continued its own opposition. The arguments put forward against the Greek Cypriots in the old days in favour of a “Turkish” identity, would now be used as an argument for a “Cypriot” identity against Turkey. These acts which stem from the position of being a minority and encompass that sensitivity, at the same time reject it and should certainly be understood within their own contradictory developments. Today, even though it would be viewed as yet another tragedy, the Turkish Cypriots who are in a position of being a “minority” could be said to be emphasising their Cypriot identity more than the Greek Cypriots.”
Principles:
To begin with the article appearing on page 9 of the elementary school syllabus distributed to teachers, preaches union of the North Cyprus with Turkey.
The paragraph quotes: It should always be born on mind that whatever walk of life the children choose to follow when they become adults they should be raised as organs of the national entity performing their national duty with perfection and without failure in order to realize the Turkish expectations.
The statement contradicts the Cypriot Identity that the Cypriot Turks still believe to possess and it also violates EU principles .
“4.2 For example, schools are being asked: viii) to encourage young people to see themselves not only as citizens of their own region and country but also of Europe and the wider world.” (Far Reaching Demands On Schools “Education And The Multicultural Society”, by Mr Maitland STOBART, 3. The Dark Side Of The New Europe)
On page 20 and 21 of the Book “General Principles governing National Educational System and Goals in the Formation of National Education” the following paragraphs strikes the attention.
Article 12: States: “ It is important to teach the preservation and development of the Turkish National Ethics along with moral and cultural aspects at every stage of Education”
The Paragraph openly envisages priority to Turkish culture rather than the Cypriot identity, thus aiming suppression and elimination of the local character. In the same manner
The Teachers’ law passed in stages during 1970-1982 states in article 2: “the importance of the cultivation of Turkish national civilization, tradition and conscience more than local aspects.”
Lesson Books:
In the book “ Let’s learn our country” which is used in third forms of the elementary schools the following statement on page 9 with the heading of Our Republic Day draws our attention.
“ There was a time in history that Cyprus was under the rule of the Ottoman (Turkish) Empire. Turks and Greeks lived together in Cyprus. Later, the island was hired to the British for a temporary period. The British ruled the island until 1960.But the Greeks wanted to take possession of the whole island.
They wanted to unite the island with Greece. To achieve this end they founded an underground organization called EOKA. They carried out a lot of attacks towards Turks and the British. They denied that we also had equal rights to live independently and freely on the island, like them.
The Turks had no option but to establish TMT (Turkish Resistance Organization) in order to fight back. With the guidance and leadership of TMT Turks fought for their defence.
In 1960 Turkey, Greece, as motherlands of both communities and the two peoples of Cyprus agreed to form an independent republic on the island. As a result The Cyprus Republic was founded based on the partnership of both communities. This republic lasted only for three years. The Greeks all the time dreamt to materialize their goal to unite Cyprus with Greece. Greeks again attacked Turks on 21st December 1963.
They killed Turks, buried them alive and burned down their houses. Greeks continued attacking Turks for eleven years. Many Turks were slaughtered during these years. Many were forced to leave their houses becoming refugees in their homeland. But Turks resisted and they refused to give in to the Greeks.
After eleven years, on 20th July 1974, the Turkish army landed her troops on Kyrenia shores. The peace operation resulted with the division of the island as North and South. As a result Turks won their liberty again. Turks settled in the North and the Greeks in the South. Later on, the Turkish Federal Republic was founded. On 15th November Turks changed the status again and renamed the Turkish Republic of Cyprus thus reinforcing her independence. We are now living in peace and freedom in TRNC.”
As you observe the culprit in Cyprus is the Greek community. No mention of the Turkish intentions and plans is made. The generation raised under this understanding cannot realize peace in Cyprus. There are two distinct facts underlining this condition:
1.Disregarding the pains the other community had gone through and defending her own position.
2. Insisting on the gains they have made without questioning whether these agree with human rights.
These are the actual reasons that lie under the Cyprus problem. The Greeks are blamed for all the misfortunes on the island .
Like Greeks, Turks also evade the actual facts that created the Cyprus problem. Both communities accuse each other as being the guilty party.
Against the Akritas Plan of the Greeks, Turks developed “Transitory Phase Plan” which the Turkish leaders denies that it foresees division of the island. (Reference to articles about the existence of such a plan was printed in the local newspaper of Yeniduzen on 25 – 28 December 1989.)
I would also like to indicate to a passage from the book “Cyprus” written by Korolos Zahariades and Yusuf Alp page 23 par. 2. and printed by Birikim Publications . It reads as follows:
“Other incidents also helped to widen the rift between the two communities. On 2nd April 1963 Mr Denktaş is reported saying the following to Halkin Sesi newspaper. “ If Makarios insists on his plan; in this manner he will be the person to bear the responsibility of thousands of graves .” On 10th April Turkey as one of the countries guaranteeing the Cyprus Republic reminds her right to intervene in the developments on the island. On 6th July Denktash announces that Turkish army will intervene to protect the Turkish Cypriots and the only solution left to Turks will be the partition of the island if the right of self determination is recognized for The Cypriot Greeks only.”
The quotations above and the others I will refer from various textbooks and sources, have no scientific foundation at all. All solutions foreseen and envisaged is based on the formal ideology rendering it very one-sided and subjective. These books stress only the pains Turks had gone through and those that Greeks suffered are not heeded. Human Rights Declaration and legal principles have not been taken into consideration. The fact that happiness cannot be erected upon the sufferings of others was completely disregarded.
FACTS
As from 1963 until 1974, the year when Turkish Troops landed on the island the Turks were forced to pile themselves in ghettos and followed a rigid educational program based on nationalism. After 1974 the same program continued to be applied with growing intensity. Brain washing is being systemized in line with the regimes in Turkey. The Turkish community has been educated to dread not only the Greeks but also the meaning of the word peace itself. To criticize Mr Denktash, the army, the regime and even the mention of South connoting the Greeks has been turned into taboos.
Crimes allegedly committed by TMT during 1950-60 years are untouchable subjects to be criticized or mentioned in the press. To do so will end in the court and the unfortunate writer could be penalized to pay lump sum of money. It is still on the minds of the Turkish population how Mr Kutlu Adalı, a well-known writer, was shot dead in front of his house. The murderers are still not traced.
Social Knowledge text book for the fourth forms of the elementary schools
On page 61 of this book the following is written.
“ Because of the short distance between Turkey and TRNC and also of close historical links Cyprus is strategically very important for Turkey.”
Fourth form text book
On page 17 of text book for the fifth form of the elementary schools the following passage appears:
“ The most distinct conflict between both communities was the subject of municipalities. During the British Colonial Rule every town and some big villages had municipalities. Wherever the Greeks were in majority municipality funds were mostly spend on developments in the Greek quarters. The Turkish sections of the towns were destitute. It was because of this that separate municipalities were foreseen for both communities under 1960 Cyprus Constitution. The Greeks obstructed the bill for separate municipalities to pass in the House of Representatives. The Turkish Communal Chamber formed under the Constitution passed a law for Turkish Municipalities to be formed.Greeks continued to insist on the unity of the municipalities.
The problem was taken to the Constitutional High Court. The court decided that the formation of separate municipalities was not against the Constitution.. The Greeks refuted the judgement of the court proclaiming that they will not accept it and put into action the Akritas Plan.
The Greeks acted swiftly and started attacks on individual villages where Turks were in minority. A lot of examples can be cited but the most dreadful and barbaric was the attack on the Turks in the village of Ayvasil where all the Turkish inhabitants were annihilated and buried in a mass grave.”
As you also notice the Turks are presented to be always innocent and victims. Although the incidents appear to be a straight forward happenings the guilty party is always the Greeks. What the Turks did is not touched at all. Turkish plans about the partition of the island is not mentioned.
Those who opposed this plan and killed by Turks are not taken up These questions are not allowed to be asked or alternative approaches to be mentioned in these books. Human Rights are of minimal importance .
Even mentioning these is considered an act against the law. Mr Denktash in a letter to Mr Şener Levent, publisher of the daily newspaper Avrupa states the following:
“ Our Cause was not punishing those who planted bombs. Our cause was to stress our presence and to be considered as a part in the bargain started by the British with the Greeks. The Greeks possessed guns but we had only 7-8 pistols or bombs made from pipes and some hunting guns. As Greeks continued killing the Turks we had to answer back at the most unexpected places. This unavoidably infuriated the Greeks greatly.”
In the Turkish books mention of Turks forced to abandon their house for their security is largely stressed but no mention of 200,000 Greeks who had to leave their villages for their safety when Turkey occupied the North of the island is made.
The text book continues to produce related material in the same manner.
REF. Page 23 of the said text book:
“ During the Peace Operation and the Cease Fire period that followed, Greeks staged attacks to all Turkish towns and villages. Places that had weak defence lines tried to defend themselves with all their energy. In places overrun by Greeks, atrocities not dreamt of were committed, a good example of which is the slaughtering of all inhabitants in the villages of Atlılar, Sandallar and Murataga. On the days following the cease fire, the United Nations called the interested parties, Turkey, Greece and Britain to start peace negotiations. Later on the Greek and Turkish representatives joined these talks but the talks broke because of the Greek stringency.
As a result of the failure of the talks Turkish forces started the second phase of the operation in order to secure the safety of its forces and of the Cyprus Turkish community. Consequently Famagusta on 15th August and Lefke on 16th were freed.
Eventually a continuous stretch of land stretching from the east to the west became the home of the Cyprus Turks. In October, 1974 Autonomous Turkish State was established which then on 13th February, 1975 reshaped into Turkish Cyprus Federal State. The restlessness and Greek cruelty that started in the fifties came to an end and in place of that peace was secured.”
Although stiffer fascistic and fanatic sentences do not appear in text books, literature prepared and send to schools by the information office or by the Ministry of Education and Culture contain extremely chauvinistic passages and sentences degrading Greeks. Bayrak Radio also with programs it continuously prepares and forecasts furthers the Turkish outlook.
In a booklet entitled Commemoration of 21st December Martyrs contains the following passage:
“We have not forgotten our brethren, mothers, fathers and children who were taken alive while travelling or living at their homes and mercilessly butchered. We have carved these on our minds. Our Greek neighbours presenting themselves like angels are preaching about brotherhood and human rights. But is it possible to believe them when they continue to arm themselves heavily and attack our soldiers keeping guard on the borders.” (par:3-4)
“The Turkish population who is closely following all these developments moves closer to her motherland and is more determined than ever to protect her home. The Turks are fully pledged not to return to the days they were butchered.”( From the Booklet with the Title “Never Again”: Foreign and Defence Ministry Publication page 12, x. 1974-1996)
Secondary School text books:
Secondary school history text books also bring forward nationalistic aspects and ignores the role played by the Turkish leadership.
History textbook followed in 1-3 forms of the secondary schools and written by Dr Vehbi Serter contains passages quoted below( page 104)
“... The republic was founded but the two communities were enemies of each other. The future of the Cyprus Republic was to develop according to the unstable and dark intentions of the Greeks...”
All Greeks appear to be put into the same pot which is an example of how Turks looked upon the Greeks.
On page 105 of the same book passages from speeches made by Makarios are referred but no remarks are given from the speeches of Turkish leaders.
The last paragraph of page 109 is as follows:
“ This secret plan was known as Akritas plan, and was prepared by the Greeks. The aim of the plan was to realize ENOSİS, union of Cyprus with Greece.The Social Knowledge text books followed in the elementary schools refer to the same plan but again Turkish intentions and plans to partition the island are not mentioned. Mr Clafcos Clerides refers to the presence of such a scheme in his book “ My Depositions”
Distorting examples:
I would like to refer to my own research of a historical event printed in the local newspaper of Yenidüzen from 27th May-7th June, 1998.
The Paphos fighting as is called after the communal clashes that took place in Paphos is explained misleadingly contrary to the facts established by different sources.
I still remember the happenings although I was seven years old then. The incident is asserted to have begun on the 8th march as a result of the Greek Attacks on the Turkish Quarter. According to evidence I collected from those who lived the agony of the day and also facts I collected indicate the start of the incidents as result of Turkish provocations on the 7th March. On that day Turkish fanatics attacked the market place and took many as hostages and killed seven others. On the 4th March the United Nations Security Council passed a resolution that obstructed any idea of Turkish invasion of the island. The purpose of the scheme was to give justification to any plan of invasion of Turkey .The Greeks after the release of hostages on the 8th March attacked the Turkish Quarter on 9th using heavy arms that could not be matched wıth those used by Turks. Fourteen Turks captured at Mavrali section of the region were tortured and killed. This episode is not quoted neither in The Turkish nor the Greek sources.
The Turks do not even mention the date in their history books. The Greeks on the other hand refer to the events that took place on 7th March because Turks were to be blamed for what happened but the executions they carried out on the 9th March are completely ignored.
The same book on page 150 accuses the Greeks for developments leading to the proclamation of TRNC.I quote:
“ The Greeks who have continuously sabotaged the negotiations and who have rejected Turkish Rights are still presenting themselves as the lawful government of the island and depending on the security council resolution passed on 13th March, 1983 and their presentations to the European council, left no option to Turks but to proclaim the TRNC on 15th November, 1983.”
The Turkish young generation is raised with erroneous knowledge. Hatred infused into their minds can not be justified in any way. This is contrary to all modern teaching principles and should be considered against human rights. This is also against all norms and principles accepted by EU. Resolutions accepted in Strasbourg and Vienna Summits should be put into application without delay in Cyprus too.
