İsmail Güven

Globalisation, Political Islam and the headscarf in education, with special reference to the Turkish educational system

The purpose of this article is to discuss the ways in which the social, political and cultural foundation of the headscarf as a symbol affects the nature and practice of educational life. It will examine the ways in which the headscarf practice is constructed in the public sphere. In order to understand the headscarf practice in Turkey the nature of the state, religion, social structure, tradition, globalisation and Political Islam will be examined. The international dimensions of, and local responses to the growing use of the headscarf will be examined. Islamic communities have justified the headscarf by urging that it protects the inner life of Islamic communities and women from unwanted male interventions. This claim has been a key aspect of the discourse of the Islamic movements which have arisen in secular Muslim or non‐Muslim/western countries. In Turkey, especially, during the early 1990s the issue of women’s head covering acquired politicised momentum.The purpose of this article is to discuss the ways in which the social, political and cultural foundation of the headscarf as a symbol affects the nature and practice of educational life. It will examine the ways in which the headscarf practice is constructed in the public sphere. In order to understand the headscarf practice in Turkey the nature of the state, religion, social structure, tradition, globalisation and Political Islam will be examined. The international dimensions of, and local responses to the growing use of the headscarf will be examined. Islamic communities have justified the headscarf by urging that it protects the inner life of Islamic communities and women from unwanted male interventions. This claim has been a key aspect of the discourse of the Islamic movements which have arisen in secular Muslim or non‐Muslim/western countries. In Turkey, especially, during the early 1990s the issue of women’s head covering acquired politicised momentum.

Drama teachers: global encounters

‘Drama teachers: global encounters’ is a series of curated interviews with drama teachers. The aim is to generate a global snapshot of key issues effecting drama teachers and drama teaching, and to explore how these are navigated in the day-today experience of drama teaching. In this series, we would like to directly represent the drama teacher’s voice and also juxtapose voices of drama teachers working in contexts that have strong histories of drama in schools (UK, Canada, Australia), with drama educators working in regions less well documented in the drama education literature, for example, from the global South and places of conflict. The piece below summarises the themes arising from interviews with more than 30 drama teachers in Turkey, and outlines key challenges, including overcrowded classrooms, lack of infrastructural support and limited understanding of drama’s potential contribution to schools by administrators and policy-makers. It also proposes a programme for development focused on the provision of training opportunities that combine learning in university and school contexts, and fostering international collaboration. If you would like to contribute an interview or a piece of reflective writing to this series, please contact the ‘Points and Practices’ editor (jenny.hughes@manchester. ac.uk)

13. Uluslararası Eğitimde Drama/Tiyatro Kongresi 21-23 Kasım 2008 Dorothy Heathcote ile Ömer Adıgüzel Söyleşisi

13. Uluslararasi Egitimde Drama/Tiyatro Kongresi 21-23 Kasim 2008 Dorothy Heathcote ile Omer Adiguzel Soylesisi [1] [1] Bu soylesi metnin cevirisi Ismail Guven ve Zeki Ozen tarafindan, metin duzeltmesi de Omer Adiguzel tarafindan yapilmistir.