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In the immediate aftermath of a shooting carried out by a young man named Ömer Ket, a former student of Ahmet Koyuncu Vocational and Technical Anatolian High School in Urfa, another armed attack took place in Maraş (Mereş), where a 14-year-old eighth-grade student identified as I.A.M. targeted his own school, Ayser Çalık Middle School, causing widespread outrage across the country. While the perpetrators were subjected to criminal profiling and their private lives were intensely scrutinized, education workers who took to the streets across the country, along with their unions, emphasized that the primary responsibility for these children reaching such a point lies with the system itself. Education workers, who went on a three-day strike and launched a “vigil for life” in front of the Ministry of National Education as well as provincial education directorates, called on Minister of National Education Yusuf Tekin, who had limited his response to issuing apologies, to resign immediately following the successive incidents. Hanifi Bayındır, head of Branch No. 2 of the Education and Science Workers’ Union (Eğitim-Sen), affiliated with the Confederation of Public Employees’ Trade Unions (KESK), and union-member teachers who held a two-day vigil in front of the Istanbul Provincial Directorate of National Education, one of these institutions, spoke to ANF.
They want to raise a generation that obeys, not questions
Hanifi Bayındır, head of Branch No. 2 of the Eğitim-Sen in Istanbul, who led the “vigil for life” actions, emphasized that the spiral of violence cannot be separated from the government’s education and social policies. Pointing out that the issue is multi-dimensional,
Bayındır stated that violence emerges through the intersection of sociological, economic, and psychological factors. He said that social balance and justice have been eroded due to the deepening economic crisis, the widening class divide, the erosion of the middle class, and the transfer of national resources to a small group. While these constitute the broader dimension, Bayındır noted that there is also the specific issue of the malfunctioning education system. Bayındır said, “The government does not trust a secular, scientific, democratic, and mother tongue-based education system and is trying to hollow it out as much as possible. Because it wants to raise a generation that obeys, not one that questions. The proliferation of Imam Hatip schools is already rooted in this aim. Thousands of such schools have been opened from middle school to high school. The main objective is to raise a ‘religious and resentful’ generation, unfortunately.”
How long can pressure, silencing and forced conformity continue?
Bayındır stated that, as in all areas, there is an effort in education to create a uniform youth model that does not criticize, question, read, or develop different perspectives. He said: “Of course, there is also discussion about the many forms of violence young people are exposed to in their social lives through television series and video games. Yes, these are serious factors, but it should not be forgotten that this is also directly related to the system. Despite the supervision of the Radio and Television Supreme Council, allowing mafia-style series to be broadcast shows that the government is unwilling to regulate areas that do not pose a direct threat to its own interests. The government seeks to create uniform generations that do not criticize, do not read, lack different perspectives, do not struggle, and simply ‘give thanks,’ so that it can easily sustain its policies. But as seen in these recent examples, how long can pressure, silencing, and forcing people into a mold continue? At some point, it inevitably erupts.”
Not loyalty, but merit
Hanifi Bayındır stressed that Minister of National Education Yusuf Tekin cannot evade responsibility for the deepening violence in education by merely apologizing and underlined that he should resign immediately. Recalling that there is no culture of accountability among public officials in Turkey, Bayındır said: “A high-speed train accident happens, dozens of people lose their lives, yet the Minister of Transport does not resign. At the level of ministries, no one takes responsibility in any field. The same applies to the Ministry of National Education. This is a large ministry, with more than one million teachers. Change must begin from the top. Merit must be the basis in managerial appointments, not loyalty or obedience. Otherwise, nothing functions. The education curriculum is a major problem. A racist and nationalist ideology has been imposed on education, and on top of that, reactionism and sectarianism have been added. If every government that comes to power designs an education system according to its own agenda, entire generations are wasted. They are creating a patchwork system, yet no one takes responsibility. For instance, they have emptied the curriculum of content by changing it every year, and now it is unclear what will replace it. The mission of Imam Hatip schools is already known, but in other schools the curriculum is changed every two or three years, to the point that even teachers cannot keep up. Because the government places itself at the center and acts in line with the interests of a certain minority and capital, education is not given due importance. Under the Vocational Training Center (MESEM) model, children are being turned into laborers and exploited as cheap labor by employers. As I said earlier, these developments encompass a wide range of social, economic, psychological, and cultural problems. As Eğitim-Sen, we will continue our actions both locally and in Ankara with determination until those responsible are held accountable and serious preventive measures are taken.”
The problem is the result of years of accumulated education policies
Teachers from the Eğitim-Sen also emphasized that the rising incidents of violence in schools cannot be described as “isolated,” but are the result of education policies accumulated over many years. A male teacher with ten years of experience, who requested anonymity due to his status as a public employee, said that although there is an attempt to create the perception that the successive incidents of violence in schools stem from television series or parental irresponsibility, it is clearly a systemic problem. He stated that this approach diverts blame to other factors and obscures the real responsibility, adding: “Of course, the environment of violence has an impact, but at the root of the issue there is fundamentally a system problem. It should be seen as a reflection of the economic and socially tense structure created by politicians. In schools, we directly witness that children who cannot even find shoes or access food may turn to violence when they feel they have no other option. An attempt is being made to shape public perception in such cases, presenting these incidents as isolated. The influence of television series, and the fact that they receive high ratings, is itself a product of the system’s policies. It is also a reflection of the policies implemented by those in power. The education system has already become politicized and has been placed within the sphere of religious communities and sects, and a generation is being raised within this framework. Within this framework, policies are being developed to suppress critical thinking. The most striking examples of this can be seen in the recently introduced Turkey Century Education Model. The textbooks, publications, prepared materials, and the examination system are all structured in a way that weakens students’ ability to question. Naturally, this is reflected in outcomes. In fact, the system is progressing consistently on its own terms, and we are trying to struggle against it.”
In recent years, screens have become children’s caregivers, and Polat Alemdar their role model
A female teacher identified as İ.B. also stressed that these incidents are not isolated, contrary to what is claimed. She noted that this spiral of violence has developed step by step, adding: “Education policies over the past 20 years have triggered these security problems. Since the 4+4+4 system was introduced, we as teachers feel that our safety is not ensured. There can even be cases where a parent comes to school to stab a student. At one point, when a free dress code was introduced, it was a period when it was unclear who was entering and leaving schools.” I.B. stated that children are increasingly growing up in front of screens outside school as well and continued: “Screens have become children’s caregivers. Polat Alemdar from the Valley of the Wolves (Kurtlar Vadisi) series has become their role model. In the past, pacifiers were used to calm babies, but now screens, phones, and tablets have taken their place. The computer games they play are often based on killing. The content on screens is so polluted that it affects children’s minds. That is why there are many undiagnosed children in schools. There are large numbers of children with serious psychological issues such as attention deficit, hyperactivity, depression, or schizophrenia. The fact that children cannot be referred to Guidance and Research Centers (RAM) without parental consent delays diagnosis and treatment processes. Firearms are constantly visible in television series. A world is presented where the law of the jungle prevails and nothing can be resolved through rights, justice, or dialogue. It is almost as if they are saying, ‘Just put a weapon in their hands and see what happens.’”
Violence is everywhere
I.B. stated that once such patterns are instilled in children, it becomes difficult for them to develop problem-solving skills and they are more likely to turn to aggression: “What is a child’s mind supposed to do when this is embedded in it? The child cannot develop problem-solving abilities and becomes more prone to aggression. Today, when you try to show children something positive or beneficial, they react dismissively. But show them a video involving knives or guns, and they immediately focus. It is much easier to imitate negative behavior. This is directly related to the system. There is a project to completely pollute children’s minds. Violence is everywhere, in hospitals, in bank queues, in schools, everywhere. Schools are supposed to be places of education. The number of psychologists in schools needs to be increased. Rehabilitation schools should be established for some children. But as teachers, even when you try to protect a child, you can face complaints. There is also a policy of intimidating and devaluing teachers through complaints filed via the Presidential Communication Center (CIMER). This policy of devaluation is not directed only at teachers, but at educated, intellectual, and productive segments of society as a whole. In the past, society respected teachers. But since the 1980 coup, there has been an effort to undermine the role of teachers and intellectuals.”
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