Istanbul Bibliography 2000-2013

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Mar 9, 2014 Turkey
[Logo of the French Institute for Anatolian Studies. Image from ifea-istanbul.net] [Logo of the French Institute for Anatolian Studies. Image from ifea-istanbul.net]

Istanbul Bibliography 2000-2013

By : Jadaliyya Reports

[The following bibliography was published by the French Institute of Anatolian Studies on 26 February 2014]

Istanbul Bibliography 2000-2013

The `Project` City of Istanbul: from its Construction to its Bibliography

What does this bibliography on Istanbul that has been prepared at a time when the conflict between the governing party AKP and the Gülen Community has reached its climax with its special impact on the construction sector tell us? Needless to say, the increase in the textual production on the city, which is so ‘cultured’ as to be designated as the European Capital of Culture in 2010, is not independent from the process of Istanbul’s becoming a ‘project,’ a ‘brand,’ a ‘cool’ city, and a fetish itself. Nor is it a coincidence that the subtitle of “urban transformations” in this bibliography occupies the largest part. Looking at MA and Ph.D. dissertations in particular alongside the universities and departments where they have been written might be a meaningful start in exploring how the academic worksites have been structured in the city which has itself become a giant construction site. Likewise, it is imperative to ask how the publications of the Istanbul Metropolitan Municipality contributes to the reification of the city through book series like “İstanbul’un Yüzleri,” or the ‘cultural’ books of 2010. Yet it should not go without hope: is it also possible to interpret this increase as a sign that there is somehow a shared objection to urban transformation projects since 2000? In order to support such a hope it should be noted that a protest took place in Kadıköy against urban neoliberalism during the preparation of this bibliography. Of course these are broader and deeper issues to discuss. For now here are some notes on the bibliography.

First comes experience and knowledge that is articulated and produced on the ground by urban forums, associations, professional organizations, various initiatives and others, yet not included in this bibliography. The next step might be the creation of a form/space other than a bibliography that would bring together this experience and knowledge that is not produced in the form of a book, article or a dissertation in an interactive way. Besides, a list of databases useable for any kind of work on Istanbul is also necessary.

Secondly come the subtitles. Every subtitle/category includes not only some level of arbitrari- ness but also some effect of reification. For instance, a work on Armenian sport history is catego- rized both under the subtitle of “Sports” and “Minorities.” The reason behind such categorization is that to differentiate Armenian sport history from the rest is to somehow reify Armenian identity. Of course, it is discussable if this is a solution. Apart from similar examples which necessitate further thought and sensibility, some other works are placed under more than one subtitle simply because they address several topics.

Lastly, it is important to note some of the shortcomings of this bibliography. First, this bibliography includes many periodicals, but not journals specifically on Istanbul. For example, the journal of Istanbul which was published from 1992 to 2008 by the Economic and Social History Foundation is not included here. For a list of periodicals on Istanbul you can check the quite comprehensive work prepared by Selahattin Öztürk. Secondly, this bibliography has been prepared by using online databases. Yet, it is not always possible to find table of contents online. Therefore, many possible articles in edited books have escaped the attention. Apart from these drawbacks, I hope that it would be helpful to everyone.

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Inaugural Issue of Journal on Postcolonial Directions in Education

Postcolonial Directions in Education is a peer-reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contriute to advancing the field. As indicated in the editorial for the inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches. The areas embraced include anti-racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education and their legacies for present day educational structures and practice, educational experiences reflecting the culture and "imagination" of empire, the impact of neoliberalism/globalization/structural adjustment programs on education, colonial curricula and subaltern alternatives, education and liberation movements, challenging hegemonic languages, the promotion of local literacies and linguistic diversity, neocolonial education and identity construction, colonialism and the construction of patriarchy, canon and canonicity, indigenous knowledges, supranational bodies and their educational frameworks, north-south and east-west relations in education, the politics of representation, unlearning colonial stereotypes, internal colonialism and education, cultural hybridity and learning  in  postcolonial contexts, education and the politics of dislocation, biographies or autobiographies reflecting the above themes, and deconstruction of colonial narratives of civilization within educational contexts. Once again, the field cannot be exhausted.

Table of Contents

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