Social movements in the Turkish novels published after republic period (1960 - 1980) and their impacts on the education

This study aims to analyze 38 Turkish novels written by 28 different authors in the time period between 1960 and 1980. These 28 authors can be named as Adalet AĞAOĞLU, Attilâ İLHAN, Ayla KUTLU, Aysel ÖZAKIN, Çetin ALTAN, Demir ÖZLÜ, Demirtaş CEYHUN, Emine IŞINSU, Erdal ÖZ, Erol TOY, Füruzan, Güney DAL, Hakkı ÖZKAN, Lütfi KALELİ, Mehmet EROĞLU, Mehmet TÜRKKAN, Melih C. ANDAY, Mustafa MİYASOĞLU, Oktay Rifat, Pınar KÜR, Reşat ENİS, Samim KOCAGÖZ , Selim İLERİ, Sevinç ÇOKUM, Sevgi SOYSAL, Tarık Buğra, Tarık Dursun K., Vedat TÜRKALİ. The common point among these novels is that all considered the social movements and their impacts on the education of their time peroid. Of all these, six of which studied 27 May event, and the remainings studied 12 March event. Each novel is considered within its realm of time. For instance, the novels studying 27 May event mostly reports the social impacts of those events such as Adnan Menderese and Democratic Party getting into the power, Ismet Inonu and Rebublican Party- Opposition Party, Public-battles between the Left and Right wings of the public, youth (Student) movements, Worker movements, torture and police relationship, opposition of police and army, Socializm, Communism, Fashizm and Turanizm ideas. The study presents some examples regarding these issues. On the other hand, those novels studying 12 March event present relatively different kind of espects such as Government, Opposition party, Public, youth (Student) movements, workers movements, battles between Alevi and Sunni people, Rural rebellions, Kürt movements, torture, police, goverment and army relationship, Socialism, Ülkücülük movements. The study presents some examples regarding these issues as well. In additon, we gave special attention to those examples harmed Turkish education during these years, and these damages are collected under the seperate title. Since the study aims to analyze the social and educational impacts of 12 March and 27 May events, concluded results are also in harmony with the conceptual framework of those two events.