Tweet
Today's Zaman, Turkey
Jan 26 2014
İstanbul's Armenian schools face no shortage of troubles
Students of the private Levon Vartuhyan Armenian Nursery and Primary
School located in İstanbul's Fatih district are seen leaving the
school. (Photo: Sunday's Zaman)
26 January 2014 /PAUL BENJAMIN OSTERLUND, İSTANBUL
Earlier this week it was revealed that non-Muslim students in Turkey
taking the Transition From Primary to Secondary Education (TEOG) exam
were penalized for not answering questions in a religious culture and
moral knowledge segment, a section of the test that non-Muslims are
exempt from taking. The error was subsequently corrected by the
Ministry of Education following complaints from minority schools, but
not before significant panic was felt among Armenian students. Issues
like these are minor discrepancies that reflect the larger problems
that Armenian schools contend with today.
Armenian schools in Turkey face significant financial, legal and
logistical difficulties. Another major obstacle is the fear of
reprisal for openly discussing these issues with the press. Armenian
educators see discrimination against non-Muslim communities and their
institutions to still be deeply ingrained in the state apparatus.
Sunday's Zaman was able to visit two schools and talk to several
teachers and principals, most of whom requested that their names not
be printed. They explained that they feared investigation by the
Ministry of Education if they consult with the media without obtaining
official permission.
`We are in an odd position, as we are considered neither a private nor
a state school,' said one middle school principal. Minority schools
indeed occupy a murky status. Armenians, Greeks and Jews, who comprise
the three `official' minorities of Turkey, are allowed to maintain
their own religious and educational facilities, but with major
caveats. Only Turkish citizens who have at least one parent of
Armenian origin are allowed to attend Armenian schools. The status of
the schools falls in a bizarre grey area that seems to maximize state
intrusion and control. The state appoints the deputy principal as well
as teachers of Turkish history, language, literature and geography.
Their salaries are paid by the state, while the remainder of the
operational costs fall on the shoulders of the parents, private donors
and foundations. The schools are required to admit students regardless
of their ability to pay for the costs of education, a source of
continual tension and financial strain.
Nowadays there are just 16 schools and 3,000 students. All of these
schools are in İstanbul, where the majority of Turkey's 60,000
Armenians lives. Student enrollment today is half of what it was 30
years ago. The situation was entirely different in the late Ottoman
period, when there were nearly 2,000 Armenian schools throughout
Anatolia, comprising over 170,000 students.
Prior to World War I, 2 million Armenians resided in the Ottoman
Empire, primarily in the eastern provinces of what is now Turkey. Less
than a decade later, that number had fallen to less than half a
million. In 1915, hundreds of thousands of Ottoman Armenians were
uprooted and forced to march to the deserts of Syria. Armenians argue
that up to 1.5 million people were massacred, and consider the events
to be genocide, while Turkey refuses to accept such claims, asserting
that the deaths that occurred during the deportations were often
circumstantial and that there were numerous casualties on both sides.
Following the establishment of the Turkish Republic in 1923, the
number of Armenians continued to dwindle following a series of
policies and events that targeted non-Muslim communities. The Wealth
Tax of 1942 ostensibly sought to fund a potential entry into World War
II, but it was disproportionately implemented towards non-Muslims.
Property was seized and auctioned off and many who were unable to pay
were sent to labor camps in the harsh eastern province of Erzurum.
Armenians were taxed at the highest rate.
`There are major financial difficulties, and discrepancies with
teaching material. The state has never supported us,' said another
principal who wished to remain anonymous. Another constant source of
tension is the lack of academic freedom: `There is a major identity
problem. We are not permitted to teach anything that has to do with
our own history as Armenians. The only Armenian courses we are
permitted to teach are language and literature.'
This intrusion and academic freedom are the biggest troubles that
Armenian schools continue to face, according to one high school
English teacher: `We cannot choose our Turkish history and geography
teachers. They are sent by the Ministry of Education. Sometimes we
face difficulties and they don't take our school into consideration.
They have a schedule, they have their books from the Ministry of
Education, and they teach what they have to teach, the official
history according to the state.'
This situation, however, used to be much worse: `Nowadays we don't
have highly nationalist Turkish teachers in our schools. In my time it
was worse,' the English teacher continued. `Once, when I was a high
school student, our Turkish vice principal told us to come to the
music room. She told us that we didn't sing the national anthem with
enough enthusiasm and that we would have to sing it again. She made us
sing it 10 times. It was like torture.'
Dwindling support from the Armenian community itself is the foremost
setback, according to the middle school principal: `Armenian families
are sending their students to private schools and other foreign
language schools. Foreign languages like French and English are held
in higher regard. Learning Armenian is no longer seen as necessary.'
Presently, less than 50 percent of İstanbul's Armenian students attend
Armenian schools. İstanbul's rapid expansion is also a concern, as
Armenian schools are in centrally located districts. `There are
Armenian families living in [İstanbul's outer Anatolian-side districts
of] Kartal and Pendik; they don't want to send their children to our
schools since they are so far away,' the principal continued.
The past several years have also witnessed an influx of Armenians from
Armenia migrating to İstanbul to find work. The children of these
Armenian immigrants, most of whom stay in Turkey illegally, were not
permitted to attend Armenian schools until 2011, when a legal
alteration enabled them to begin enrolling as guest students. However,
these children are not officially registered and cannot obtain report
cards or diplomas, effectively barring them from pursuing higher
education.
The students at both schools that Sunday's Zaman visited all speak
fluent Armenian. Most of them learned the language beginning in
primary school. One 11th grade student remarked that while she and her
brother were able to speak Armenian, their parents had never learned
the language. Another student said that her parents only permit her to
speak Armenian at home. However, the students primarily speak Turkish
together, and it is the language with which they feel most
comfortable. When Sunday's Zaman asked a group of students if they
ever speak Armenian together, one 11th grader smirked and replied, `We
do when we are gossiping about someone in public.'
The great problems faced by Armenian schools today reflect the century
of tragedy and discrimination endured by Armenians living in Turkey,
and not being able to explore this legacy freely in their own
institutions is the most fundamental deficiency, according to the high
school principal. `Having no past is like having Alzheimer's,' the
administrator remarked glumly.
http://www.todayszaman.com/news-337592-istanbuls-armenian-schools-face-no-shortage-of-troubles.html
Jan 26 2014
İstanbul's Armenian schools face no shortage of troubles
Students of the private Levon Vartuhyan Armenian Nursery and Primary
School located in İstanbul's Fatih district are seen leaving the
school. (Photo: Sunday's Zaman)
26 January 2014 /PAUL BENJAMIN OSTERLUND, İSTANBUL
Earlier this week it was revealed that non-Muslim students in Turkey
taking the Transition From Primary to Secondary Education (TEOG) exam
were penalized for not answering questions in a religious culture and
moral knowledge segment, a section of the test that non-Muslims are
exempt from taking. The error was subsequently corrected by the
Ministry of Education following complaints from minority schools, but
not before significant panic was felt among Armenian students. Issues
like these are minor discrepancies that reflect the larger problems
that Armenian schools contend with today.
Armenian schools in Turkey face significant financial, legal and
logistical difficulties. Another major obstacle is the fear of
reprisal for openly discussing these issues with the press. Armenian
educators see discrimination against non-Muslim communities and their
institutions to still be deeply ingrained in the state apparatus.
Sunday's Zaman was able to visit two schools and talk to several
teachers and principals, most of whom requested that their names not
be printed. They explained that they feared investigation by the
Ministry of Education if they consult with the media without obtaining
official permission.
`We are in an odd position, as we are considered neither a private nor
a state school,' said one middle school principal. Minority schools
indeed occupy a murky status. Armenians, Greeks and Jews, who comprise
the three `official' minorities of Turkey, are allowed to maintain
their own religious and educational facilities, but with major
caveats. Only Turkish citizens who have at least one parent of
Armenian origin are allowed to attend Armenian schools. The status of
the schools falls in a bizarre grey area that seems to maximize state
intrusion and control. The state appoints the deputy principal as well
as teachers of Turkish history, language, literature and geography.
Their salaries are paid by the state, while the remainder of the
operational costs fall on the shoulders of the parents, private donors
and foundations. The schools are required to admit students regardless
of their ability to pay for the costs of education, a source of
continual tension and financial strain.
Nowadays there are just 16 schools and 3,000 students. All of these
schools are in İstanbul, where the majority of Turkey's 60,000
Armenians lives. Student enrollment today is half of what it was 30
years ago. The situation was entirely different in the late Ottoman
period, when there were nearly 2,000 Armenian schools throughout
Anatolia, comprising over 170,000 students.
Prior to World War I, 2 million Armenians resided in the Ottoman
Empire, primarily in the eastern provinces of what is now Turkey. Less
than a decade later, that number had fallen to less than half a
million. In 1915, hundreds of thousands of Ottoman Armenians were
uprooted and forced to march to the deserts of Syria. Armenians argue
that up to 1.5 million people were massacred, and consider the events
to be genocide, while Turkey refuses to accept such claims, asserting
that the deaths that occurred during the deportations were often
circumstantial and that there were numerous casualties on both sides.
Following the establishment of the Turkish Republic in 1923, the
number of Armenians continued to dwindle following a series of
policies and events that targeted non-Muslim communities. The Wealth
Tax of 1942 ostensibly sought to fund a potential entry into World War
II, but it was disproportionately implemented towards non-Muslims.
Property was seized and auctioned off and many who were unable to pay
were sent to labor camps in the harsh eastern province of Erzurum.
Armenians were taxed at the highest rate.
`There are major financial difficulties, and discrepancies with
teaching material. The state has never supported us,' said another
principal who wished to remain anonymous. Another constant source of
tension is the lack of academic freedom: `There is a major identity
problem. We are not permitted to teach anything that has to do with
our own history as Armenians. The only Armenian courses we are
permitted to teach are language and literature.'
This intrusion and academic freedom are the biggest troubles that
Armenian schools continue to face, according to one high school
English teacher: `We cannot choose our Turkish history and geography
teachers. They are sent by the Ministry of Education. Sometimes we
face difficulties and they don't take our school into consideration.
They have a schedule, they have their books from the Ministry of
Education, and they teach what they have to teach, the official
history according to the state.'
This situation, however, used to be much worse: `Nowadays we don't
have highly nationalist Turkish teachers in our schools. In my time it
was worse,' the English teacher continued. `Once, when I was a high
school student, our Turkish vice principal told us to come to the
music room. She told us that we didn't sing the national anthem with
enough enthusiasm and that we would have to sing it again. She made us
sing it 10 times. It was like torture.'
Dwindling support from the Armenian community itself is the foremost
setback, according to the middle school principal: `Armenian families
are sending their students to private schools and other foreign
language schools. Foreign languages like French and English are held
in higher regard. Learning Armenian is no longer seen as necessary.'
Presently, less than 50 percent of İstanbul's Armenian students attend
Armenian schools. İstanbul's rapid expansion is also a concern, as
Armenian schools are in centrally located districts. `There are
Armenian families living in [İstanbul's outer Anatolian-side districts
of] Kartal and Pendik; they don't want to send their children to our
schools since they are so far away,' the principal continued.
The past several years have also witnessed an influx of Armenians from
Armenia migrating to İstanbul to find work. The children of these
Armenian immigrants, most of whom stay in Turkey illegally, were not
permitted to attend Armenian schools until 2011, when a legal
alteration enabled them to begin enrolling as guest students. However,
these children are not officially registered and cannot obtain report
cards or diplomas, effectively barring them from pursuing higher
education.
The students at both schools that Sunday's Zaman visited all speak
fluent Armenian. Most of them learned the language beginning in
primary school. One 11th grade student remarked that while she and her
brother were able to speak Armenian, their parents had never learned
the language. Another student said that her parents only permit her to
speak Armenian at home. However, the students primarily speak Turkish
together, and it is the language with which they feel most
comfortable. When Sunday's Zaman asked a group of students if they
ever speak Armenian together, one 11th grader smirked and replied, `We
do when we are gossiping about someone in public.'
The great problems faced by Armenian schools today reflect the century
of tragedy and discrimination endured by Armenians living in Turkey,
and not being able to explore this legacy freely in their own
institutions is the most fundamental deficiency, according to the high
school principal. `Having no past is like having Alzheimer's,' the
administrator remarked glumly.
http://www.todayszaman.com/news-337592-istanbuls-armenian-schools-face-no-shortage-of-troubles.html