Inclusion and Repression in Turkey’s Diaspora Policies in Kosovo as a Tool of Loyalty Building in Religious Circles

2021 ◽  
Vol 21 (2) ◽  
pp. 188-208
Author(s):  
László Szerencsés

Turkey is a prime example of the growing importance of diaspora related policies in countries with emerging power status. Based on reports, observations, and interviews with Turkish and Kosovar citizens in Pristina in February 2019, this article examines how Turkey since 2002 has created societal influence in Kosovo—a new and insecure country with which Turkey established relations since its inception—by using, among other things, the Presidency for Religious Affairs (Diyanet) for its diaspora policies. Looking at how the inclusive and repressive tactics of Turkish diaspora-building feed into each other, I argue that Ankara has expanded the boundaries of the Turkish state’s reach by harnessing religion (Islam) in addition to existing ethnic bonds (Turkishness), thereby allowing Turkey to create a diaspora out of a much larger group of people including non-Turkish Muslims. As a result, certain segments among the Sunni-Muslim Albanians in Kosovo have developed close relations with Turkey that may be employed when needed to police elements of the diaspora that are seen as oppositional. While Turkey’s “domestic abroad” has expanded considerably due to the initial inclusive outreach, it has also become more fragmented, more contested, and more unruly, delivering continuously diminishing returns in terms of regime security at home. Although the repression of disloyal diaspora members by the ruling Justice and Development Party (AKP) is aimed at stabilizing rule at home, it creates divisions in the diaspora and risks Turkey’s relations with the countries in which it asserts its authority.

Significance The ruling Justice and Development Party (AKP) should easily get the most votes, but it faces a likely setback and a dent in its authority. Weakening support from its voters and Turkey's proportional representation system are likely to drive its number of parliamentary seats down from the 327 out of 550 seats it won in 2011, perhaps even to the point where an overall majority is in doubt. Impacts Market confidence and the lira may weaken, but will not deteriorate drastically, unless AKP is forced out of office -- a remote scenario. Fiscal and monetary policy may be loosened to win support until a new government able to last for a full four-year term is in office. A politically weaker AKP risks long-term splits, but these will not emerge unless there have been months of instability. Growing internal discord -- and the government's defiant response to its critics at home and abroad -- may isolate Turkey internationally. The United States and EU will continue to avoid confrontation with the Erdogan government as far as possible.


2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Paula Sandrin ◽  
Victor Toscano

This article aims to analyze Turkish Public Diplomacy (PD) since the Justice and Development Party (AKP, in Turkish) came to power in 2002. In particular, it aims to make sense of the plurality of public diplomacy discourses and practices which attempt to enact a particular identity for Turkey and to tell a particular ‘story’ to foreign and domestic audiences. Based on a post-structuralist theoretical framework, we present the many institutions responsible for Public Diplomacy in Turkey and analyze the ‘stories’ told by them, arguing that PD is one of the many practices engaged by the AKP government in its attempt to enact a particularidentity and in its pursuit of legitimacy and influence. The particular identity the AKP has been trying — and keeps failing — to enact is that of a ‘benign’, benevolent, humanitarian, hospitable and generous emerging power, a model of a Muslim democracy with a growing economy, heir of a (positive) Ottoman legacy. The article also attempts to understand how AKP public diplomacy has been trying to modulate such a ‘story’ in a context marked by Turkish military interventions abroad and growing authoritarianism at home.


Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 38
Author(s):  
Ahmet Erdi Ozturk

Although the pro-democracy agenda of Turkey’s Justice and Development Party (Adalet ve Kalkınma Partisi, AKP) gained significant domestic and international credibility throughout the early 2000s, the party has, since approximately 2010, experienced a dramatic process of democratic decline. The AKP has intensively used Islamist policies at home and abroad to consolidate its base of support under the leadership of President Recep Tayyip Erdoğan. Weaponised in foreign policy, Islam has become both an instrument and an objective of the repressive AKP, and Turkey has emerged as a front runner in a race among countries increasingly using religion as a foreign policy tool. This new role for Turkey has created a slew of disparate perceptions among foreign countries. While some are content with Turkey’s religiously fuelled policies and designate Turkey as an influential actor which can use Islam as a soft power tool, others refuse to define Turkey’s policies within the boundaries of soft power due to its extra-territorial authoritarian practices. This study defines Turkey’s Islamic soft power as ambivalent and scrutinises the reasons behind this ambiguity by exploring examples from other countries in South-eastern and Western Europe.


1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.


2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.


ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks

Leave your flashcards at home and try these five apps for early language learning.


2004 ◽  
Vol 171 (4S) ◽  
pp. 316-316
Author(s):  
Hunter Wessells ◽  
Harin Padma-Nathan ◽  
Jacob Rajfer ◽  
Robert Feldman ◽  
Raymond Rosen ◽  
...  

2006 ◽  
Vol 39 (8) ◽  
pp. 18
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  

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