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army or girls abducted from rebels. Those students had to go through a three-year-long assimilation process, which included learning basic housekeeping. The
Kurdish girls were not expected to continue with their education but to carry Turkish ideals to the Kurdish rural population. The school was intended to create housewives and mothers who would speak Turkish with their children. The institute was described as transforming "savage Kurdish" girls into "civilized" i.e. "Turkicised" young women and compared to an American factory where cows entered at one end and sausages came out the other. Of the Kurdish alumni, photographs from the time of their arrival and their departure from the institute were taken to show the progress in their assimilation towards Turkishness. As Kurdish names were seen as detrimental to the assimilation process, many alumni had their names changed into a Turkish one upon their arrival to the boarding school. The assimilation process was observed by several Turkish politicians and bureaucrats including the Turkish President
140:
curriculum in the first year. After having observed the progress the girls made when they accomplished their three-year-long education and returned to their villages, she noticed that the girls often faced difficulties readapting to the village life. She demanded a better education for the best of the students, so they would be able to become teachers like herself. The
Inspectorate General granted permission and the first graduates of the further education were sent as teachers to the Akçadağ Village Institute. Avar taught about a thousand girls until the school was closed and she had to leave. In 1959, under the Government of the
123:. At the time, the local population did not send their girls into school, and they doubted if their daughters would be treated well if they sent them to the Girls Institute. But there was little they could do, the order to send a girl per village to the institute came from the Inspector General. In later years, when the recruiting process was supervised by a civilian, resistant villagers disguised the girls as boys or married them off so they were not taken.
94:
The recruited girls were a divided into two departments. The first was for the daughters of civil servants and they received a regular high school curriculum. The second department was for
Kurdish girls including the daughters of tribal leaders, orphans from parents killed in clashes with the Turkish
139:
Girls' institute, but returned in 1943. She transformed the teaching from an authoritarian and punitive style to a more compelling cooperative one. Avar forbade the use of their native language in the students' private communication and the teaching of the
Turkish language was a major part of the
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632:
78:
demanded that the Girls
Institute was to be established in a building which originally was to be the new hospital of Elazığ. The city Elazığ was chosen as it had a
642:
141:
606:
506:
419:
135:, a Turkish teacher from Istanbul, who became the principal of the institute. She left the school for a short period in 1942 to work at the
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405:
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For the first year, twenty-eight girls were recruited as students. From 1939 onwards, the school was for most of the time administered by
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318:"Fierce Fighters, Caring Mothers: State-Sponsored Feminism in Early Republican Turkey and the Dersim Question"
52:
450:
411:
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120:
178:"Maternal Colonialism and Turkish Woman's Burden in Dersim: Educating the "Mountain Flowers" of Dersim"
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443:"Young Turk social engineering : mass violence and the nation state in eastern Turkey, 1913-1950"
56:
383:
263:
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602:
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415:
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356:"Spatializing Difference: The Making of an Internal Border in Early Republican Elazığ, Turkey"
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of the
Kurdish girls and the raising of future Turks. In 1937, the Inspector General
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495:
Attwood, Feona; Campbell, Vincent; Hunter, I. Q.; Lockyer, Sharon (2013-01-01).
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407:
The Making of Modern Turkey: Nation and State in
Eastern Anatolia, 1913-1950
228:"Everyday forms of state power and the Kurds in the early Turkish Republic"
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The
Formation of Kurdishness in Turkey: Political Violence, Fear and Pain
31:) was a boarding school for Kurdish girls and young women established in
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39:. The boarding school was opened in 1937 to counter the Kurdish
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supervised the creation of an environment which permitted the
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360:Journal of the Society of Architectural Historians
144:, the section for girls from Dersim was closed.
638:Educational institutions disestablished in 1959
8:
633:Educational institutions established in 1937
232:International Journal of Middle East Studies
107:Initially the students were mainly from the
99:who visited the school in person.
55:'s orders, the Minister of the Interior
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501:. Palgrave Macmillan. pp. 90–91.
545:Turkyilmaz, Zeynep (2016), pp.175–176
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572:Turkyilmaz, Zeynep (2016), p.177
563:Turkyilmaz, Zeynep (2016), p.176
554:Turkyilmaz, Zeynep (2016), p.174
536:Turkyilmaz, Zeynep (2016), p.170
337:Turkyilmaz, Zeynep (2016), p.171
461:from the original on 2019-02-16
322:Footnotes: A Journal of History
1:
591:Aras, Ramazan (2013-11-12).
111:, but others were also from
648:History of Tunceli Province
299:Kezer, Zeynep (2014), p.521
176:Turkyilmaz, Zeynep (2016).
76:Fourth Inspectorate General
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643:History of Elazığ Province
388:10.1525/jsah.2014.73.4.507
372:10.1525/jsah.2014.73.4.507
182:Journal of Women's History
628:Defunct schools in Turkey
244:10.1017/S0020743810001200
29:Elazığ Kız Enstitüsü, EGI
451:University of Amsterdam
412:Oxford University Press
86:majority at the time.
21:Elazığ Girls' Institute
354:Kezer, Zeynep (2014).
194:10.1353/jowh.2016.0029
103:Recruiting of students
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414:. pp. 206, 210.
226:Aslan, Senem (2011).
53:Mustafa Kemal Atatürk
410:. Oxford, New York:
482:(2012-03-01), p.207
290:(2012-03-01), p.205
154:My Mountain Flowers
121:Diyarbakir province
608:978-1-134-64871-9
508:978-0-230-28405-0
421:978-0-19-965522-9
65:Abdullah Alpdoğan
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366:(4): 522.
164:References
57:Sükrü Kaya
599:Routledge
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268:163107175
252:0020-7438
210:151865028
202:1527-2036
456:Archived
441:(2009).
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160:, 2004)
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603:ISBN
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