Türk dış politikasında hükümet dışı organizasyonlar: Azerbaycan ve Orta Asya’da Türk okulları
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Dosyalar
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İkinci dünya savaşı sonrasında sadece devletlerin olduğu uluslararası düzen yerini, devletin yanında ulusötesi şirketler, uluslararası STK’lar, uluslararası vakıf ve araştırma merkezleri gibi yan unsurlarla birlikte hareket ettiği bir yapıya bırakmıştır. Türkiye ise bu düzenle ancak Soğuk Savaş’ın son bulduğu Sovyetler Birliği’nin dağılmasıyla tanışmıştır. Türkiye, dış politikasını çeşitlendirmek amacıyla doksanlı yılların başından itibaren dağılan Sovyet Birliği sonrası kendisine dil, soy ve kültür bakımından yakın ülkelerle bağları güçlendirme stratejisi izlemiştir. İşte tam bu sırada Türk devletinden önce bölgeye giden ve faaliyetlerine başlayan Gülen Hareketi ve onun kurduğu Türk okulları adından söz ettirmeye başlamıştır. Türkiye’nin Kafkasya ve Orta Asya’ya yönelik politikaların arasında belki de en önemli olanı eğitim politikalarıdır. Bu maksatla bölgede kurmuş olduğu okullar hala geçerliliğini korumaktadır. Türk okullarının açılmasında ve bölgede yayılmasında Türk devlet adamlarının şahsi gayreti ve katkısı olmuştur. Kültür dış politikası açısından Türk devleti eğitim politikalarında, ilk defa özel girişimcilere bu alanı açmıştır. Böylece Türkiye, Kafkasya ve Orta Asya’da bir sivil hareket ile dış politikada beraber hareket etmiştir. Onun için bu çalışmada Orta Asya’da Gülen Hareketi’nin kurduğu “Türk okulları” Türk dış politikasında hükümet dışı organizasyon olarak incelenmiştir. Araştırmada; Gülen Hareketi hangi amaçla Orta Asya ülkelerinde onlarca okul açmıştır? Bu okullar bölgede Türkleştirme politikasının araçları mıdır? Okullar, Türkiye’nin tanıtımına ve kültürünün yayılmasına katkı sağlamakta mıdır? gibi sorulara yanıt aranmıştır. Ayrıca Türkçenin bir dünya dili olmasında bu okulların etkisi de incelenerek araştırmaya bir derinlik kazandırılmıştır .
Abstract
After the World War II, the system in which there are only governments gave its place to the structure taking actions with the subcomponents such as the organizations beyond the nation besides the government, international “STK”s, international foundations and research center. As for Turkey, it has met with this system when Soviet Union broke up only after the Cold War ended up. Turkey followed the strategy to reinforce the relations with the countries which are closer to Turkey itself in terms of language, race and culture after Soviet Union which broke up in the early years of 1990s in order for its foreign policy to diversify. At this very moment, Gülen Movement, which arrived at the area before Turkish government and started its activities, and its schools which it founded began to make a distinguished name for itself. Among the policies towards Caucasia and Central Asia, probably the most important one is education policy. For this reason, the schools which it founded in the area still prevail. There have been personal efforts and contributions of the government officials in terms of opening Turkish schools and their expansions in the area. As for the cultural foreign policy, in the Turkish education policies, it opened this area to the entrepreneurs for the first time Hence, Turkey acted together with a civil movement in its foreign policy in Caucasia and Central Asia. That’s why, in this study, Turkish schools which Gülen Movement has founded in the Central Asia have been examined as a nongovernmental organization in Turkish foreign policy. The study has tried to find answers to the following questions: For what purpose did Gülen Movement open several schools in the Central Asia countries? Are these schools in the area the tools of the policy of Turkification? Do the schools contribute to the expansion of the introduction of Turkey and its culture? Moreover, a profoundness has been gained for the study by analysing the effects of these schools for Turkish to become a global language.
Abstract
After the World War II, the system in which there are only governments gave its place to the structure taking actions with the subcomponents such as the organizations beyond the nation besides the government, international “STK”s, international foundations and research center. As for Turkey, it has met with this system when Soviet Union broke up only after the Cold War ended up. Turkey followed the strategy to reinforce the relations with the countries which are closer to Turkey itself in terms of language, race and culture after Soviet Union which broke up in the early years of 1990s in order for its foreign policy to diversify. At this very moment, Gülen Movement, which arrived at the area before Turkish government and started its activities, and its schools which it founded began to make a distinguished name for itself. Among the policies towards Caucasia and Central Asia, probably the most important one is education policy. For this reason, the schools which it founded in the area still prevail. There have been personal efforts and contributions of the government officials in terms of opening Turkish schools and their expansions in the area. As for the cultural foreign policy, in the Turkish education policies, it opened this area to the entrepreneurs for the first time Hence, Turkey acted together with a civil movement in its foreign policy in Caucasia and Central Asia. That’s why, in this study, Turkish schools which Gülen Movement has founded in the Central Asia have been examined as a nongovernmental organization in Turkish foreign policy. The study has tried to find answers to the following questions: For what purpose did Gülen Movement open several schools in the Central Asia countries? Are these schools in the area the tools of the policy of Turkification? Do the schools contribute to the expansion of the introduction of Turkey and its culture? Moreover, a profoundness has been gained for the study by analysing the effects of these schools for Turkish to become a global language.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Orta Asya, Türk Okulları, Türk Dış Politikası, Gülen Hareketi, Central Asia, Turkish Schools, Turkish Foreign Policy, Gülen Movement
