Pelşin Çetinkaya

 

AMED - SES Amed Branch 2 Co-Chair Duygu Özbay stated that the right to education in one's mother tongue is fundamental to strengthening social peace, emphasizing that the implementation of mother tongue education, a fundamental right of students, must be realized in the new academic year.

 

As the 2025-2026 academic year begins, the failure to provide education in the mother tongue, one of the fundamental problems in the country, brings with it many pedagogical problems for students. In particular, children who cannot use their mother tongue in education are forced to learn both their lessons and Turkish at the same time when they start school. 

 

Although Turkey has signed international agreements on the right to education in one's mother tongue, this right is still not being implemented. On the other hand, Turkey's monolingual and monocultural approach to education leads to the exclusion of other languages, especially Kurdish. Students who cannot receive education in their mother tongue experience academic failure on the one hand, and face the danger of losing and forgetting their mother tongue on the other.

 

Duygu Özbay, Co-Chair of the Amed No. 2 Branch of the Education Union, commented on the use of monolingualism in education with the opening of schools.

 

‘Thousands of children start school at a disadvantage’

 

Duygu Özbay stated that not providing education in the mother tongue negatively affects student success, saying, “The academic year is starting, but hundreds of thousands, perhaps millions of children whose mother tongue is not Turkish are unfortunately starting their education at a significant disadvantage. These children remain disadvantaged within the education system because they are educated in a language other than their mother tongue. Of course, this has many negative aspects. First of all, it is not appropriate for child pedagogy. Therefore, we are putting children in an environment where they do not feel psychologically secure. They are being educated in a language they do not feel a sense of belonging to. This also affects their success."

 

‘Turkey insists on a monolingual education policy’

 

Duygu Özbay, who states that education in Turkey is used as an ideological tool, says, "There are 7,000 languages spoken in the world. But there are 200 nation-states. So, unfortunately, monolingual policies are being implemented in these 200 nation-states today. Of course, perhaps in some of them, the right to education in one's mother tongue is recognized, or a multilingual approach to education prevails. However, Turkey also uses nation-state education as an ideological tool. Consequently, it insists on monolingual education policies. But we are aware that monolingual education policies in this country are now leading children to failure, failing to foster a sense of belonging, and making them feel psychologically insecure. Today, yes, the transition to peace is being discussed in the country. Therefore, peace should not be evaluated merely as the absence of war. At the same time, all structures and dynamics that produce social inequalities and social injustices must undergo positive change as soon as possible. They must undergo change in an egalitarian, libertarian direction."

 

The Rojava example

 

Duygu Özbay, who argues that the education system should be designed from a place that respects equality, multilingualism, multiculturalism, and different beliefs, says, "The education system should not produce inequality. But when we look at it, it does produce inequality. It breeds anger towards each other. It breeds segments of society that cannot tolerate differences. Now, tolerance for differences is only possible if those differences find a place within this education system. 

 

When we look at examples around the world today, we can see that mother tongue education can truly be implemented in a very egalitarian way. For example, we can see this today in Rojava, perhaps the closest special region to us in Syria. There, for example, Arab children can receive education in Arabic, Syrian children can receive education, and Kurdish children can receive education in Kurdish. 

 

Here, one language is not superior to another. That is what we are saying. Our demand is not about one language, culture, or identity being superior to another. It is a demand that serves a completely egalitarian and peaceful order. Especially when we look at post-conflict societies, we can see that this demand stands in a place where it elevates and strengthens social peace and improves social well-being. 

 

For example, in Ireland, it developed alongside the struggle for language, identity, and independence. Therefore, we are actually in favor of efforts to be made in Turkey today regarding the right to education in one's mother tongue."