Content analysis of national identity concept in the elementary history coursebooks of 1950s-1960s

The aim of this study, within the national identity-education framework, is to examine the construction of the foundations of national identity in 1950s-1960s, how the national culture directed the linguistic, historical, and cultural aspects of the Turkish identity, and how it was delivered through education to the students by way of the topics in the history coursebooks.Since references to national values can be stated explicitly and frequently in it, history course is determined to be the main domain of study.In terms of the conceptual framework, the perception of history from past to present, and history education are examined in line with historical periods. Identity types and the perception of national identity are studied. Differences between/within value and/or values are presented and the concepts which stand to be national values are evaluated. Scanning is the main strategy of the study. The context covers the first, second and third grade level elementary school (currently, primary grade levels 6, 7, 8) history coursebooks used in Turkey in between 1950s and 1960s. Data collected by literature search is evaluated and assessed both qualitatively and quantitatively by concept analysis.As a result; A. There are two main objectives aimed to be achieved by editing the history coursebooks in early Republic period and in 1950-1960 period: One is the construction of a new nation and identity; the other is the formation of a new citizen out of this nation. These two objectives appear to have been constructed synchronously. B. It is initiated that the holiest responsibility of us is to defend and renovate the homeland. C. The Turkish language is the power to foster national identity and national sense, and the most important element for the Turkish to form a nation.