La part arménienne des études turques

In 1890, the lecturers (répétiteurs) of Turkish in the Schools of Oriental languages in Europe are all Armenians. Thirty years later, there is only one left. This enquiry looks at this Armenian sequence (from the 1850s to the Great War), as the discipline becomes an autonomous field of study. This s...

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Main Author: Marie Bossaert
Format: Article
Language:English
Published: Association pour la Recherche sur le Moyen-Orient 2017-11-01
Series:European Journal of Turkish Studies
Subjects:
Online Access:https://journals.openedition.org/ejts/5525
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author Marie Bossaert
author_facet Marie Bossaert
author_sort Marie Bossaert
collection DOAJ
description In 1890, the lecturers (répétiteurs) of Turkish in the Schools of Oriental languages in Europe are all Armenians. Thirty years later, there is only one left. This enquiry looks at this Armenian sequence (from the 1850s to the Great War), as the discipline becomes an autonomous field of study. This sequence has often been forgotten in the narratives about Turkology, that privileged great – national – names to the detriment of subalterns and Orientals. The status of lecturer institutes indeed a hierarchy between (national) professors and (Oriental) “indigenous lecturers”. The oblivion also stems from the “Turkification” of the discipline at the turn of the century, that leads to the substitution of Armenians by “Turkish” lecturers, considered as more ideologically compliant. After an inventory of these teachers and clarifications about the status of lecturer, I examine the conditions of this Armenian preference, the modes of recruitment and the critical role played by Armenians in the teaching of the Turkish language and in its study.
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spelling doaj-art-efc20c2c22804b158b9510d72d0575f52025-08-20T01:55:12ZengAssociation pour la Recherche sur le Moyen-OrientEuropean Journal of Turkish Studies1773-05462017-11-012410.4000/ejts.5525La part arménienne des études turquesMarie BossaertIn 1890, the lecturers (répétiteurs) of Turkish in the Schools of Oriental languages in Europe are all Armenians. Thirty years later, there is only one left. This enquiry looks at this Armenian sequence (from the 1850s to the Great War), as the discipline becomes an autonomous field of study. This sequence has often been forgotten in the narratives about Turkology, that privileged great – national – names to the detriment of subalterns and Orientals. The status of lecturer institutes indeed a hierarchy between (national) professors and (Oriental) “indigenous lecturers”. The oblivion also stems from the “Turkification” of the discipline at the turn of the century, that leads to the substitution of Armenians by “Turkish” lecturers, considered as more ideologically compliant. After an inventory of these teachers and clarifications about the status of lecturer, I examine the conditions of this Armenian preference, the modes of recruitment and the critical role played by Armenians in the teaching of the Turkish language and in its study.https://journals.openedition.org/ejts/5525ArmeniansTurkologyOrientalismSubalternsEurope/Ottoman Empire Relationships
spellingShingle Marie Bossaert
La part arménienne des études turques
European Journal of Turkish Studies
Armenians
Turkology
Orientalism
Subalterns
Europe/Ottoman Empire Relationships
title La part arménienne des études turques
title_full La part arménienne des études turques
title_fullStr La part arménienne des études turques
title_full_unstemmed La part arménienne des études turques
title_short La part arménienne des études turques
title_sort la part armenienne des etudes turques
topic Armenians
Turkology
Orientalism
Subalterns
Europe/Ottoman Empire Relationships
url https://journals.openedition.org/ejts/5525
work_keys_str_mv AT mariebossaert lapartarmeniennedesetudesturques