Einleitung
Das heutige allgemeine Nicht-Wissen um deutsch-türkische Beziehungen vor dem „Gastarbeiter“-Anwerbeabkommen mit der Türkei von 1961 steht in einem erstaunlichen Gegensatz zu der breiten öffentlichen und bildungspolitischen Aufmerksamkeit, die dem Osmanischen Reich während des deutschen Kaiserreichs entgegengebracht wurde. Die in Rede stehende Bibliographie ist eine Liste mit den Angaben zu Erscheinungsort und -jahr von in der Historischen Bildungsforschung bisher unbekannten Beiträgen aus den Jahren ca. 1880 bis 1918, die in Lehrerzeitungen und pädagogischen Zeitschriften erschienen; ihr Gegenstand sind die intensiven deutsch-türkischen Bildungsbeziehungen, die sich damals anbahnten und festigten.
Zusammengestellt wurde die Bibliographie von Julika Böttcher in mehrwöchigen Rechercheaufenthalten in den Jahren 2015 und 2016 im Rahmen der Forschung zu ihrer Dissertation; diese wiederum war Bestandteil eines umfassenderen DFG-Projekts über den Türkeidiskurs in der deutschen Pädagogikgeschichte des frühen 19. bis Mitte des 20. Jahrhunderts.
Um sie für Forschungen zur Verfügung zu stellen, die über den von Böttcher untersuchten Diskurs, der im Kaiserreich zur Entwicklung eines „deutsch-türkischen Bildungsraums“ führte, hinausgehen, wird die Bibliographie im Forschungsdatenrepositorium der Universität Hamburg gesichert. Sie steht zur Nachnutzung in verschiedenen, strukturierten Dateiformaten unter einer Attribution 4.0 International zur freien Nachnutzung zur Verfügung. Zum Datensatz: https://doi.org/10.25592/uhhfdm.11775 .
Zur näheren Charakterisierung der Bibliographie und der erfassten Artikel
Die in verschiedenen Dateiformaten durchsuchbare Bibliographie verweist auf über 400 thematisch einschlägige Zeitungsartikel über die Türkei und ihr Erziehungs- und Schulwesen aus Sicht der früheren deutschen Pädagogik und Lehrerschaft. Ihre Zusammenstellung war sehr zeitaufwändig, da die Daten aus größtenteils nicht digital verfügbaren 87 Periodika extrahiert wurden, die zu den Beständen der Bibliothek für Bildungsgeschichtliche Forschung (BBF) in Berlin, der „zweitgrößte[n] pädagogische[n] Spezialbibliothek Europas“ , sowie der Martha-Muchow-Bibliothek der Fakultät für Erziehungswissenschaft der Universität Hamburg gehören.
Die Artikel handeln von der Wahrnehmung der Erziehung und des Schulwesens im Osmanischen Reich aus deutscher Sicht. Sie geben Aufschluss darüber, wie deutsche Pädagogik und Lehrerschaft im Wilhelminischen Kaiserreich (1888–1918) zur Ausgestaltung eines deutsch-türkischen Bildungsraumes beitrugen, offenbaren die sich vor und während des Ersten Weltkriegs zeigende Verdichtung von Diskursbeiträgen zu den transnationalen Bildungsbeziehungen und lesen sich als Beitrag der deutschen Pädagogik zur Ausgestaltung einer semi-kolonialen Verflechtungsgeschichte mit hegemonialen Ambitionen Deutschlands in Bezug auf die „neue Türkei“.
Die im Rahmen der Recherche untersuchten Zeitungen und Zeitschriften waren „zentrale Medien der Selbstvergewisserung und Verständigung des entstehenden Berufszweigs der praktischen Pädagogen, der deutschen Lehrerschaft“ . Als „Instrument disziplinär spezialisierter Kommunikation“ halfen sie dabei, ein spezifisch pädagogisches Berufswissen zu generieren , und eröffneten für Autoren und Leserschaft vielfältige Partizipationsmöglichkeiten im „Kampf um die soziale und wirtschaftliche Hebung des Standes“ . Zur pädagogischen Presse gehörten sowohl Zeitschriften, die sich mit dem Fach als solchem befassten, als auch Schul- und Lehrerzeitungen mit standes- und berufspolitischer Ausrichtung, die die Interessen der Fachangehörigen vertraten . Erstere hatten einen wissenschaftlichen Anspruch , erschienen monatlich oder einmal im Quartal und flankierten die Etablierung der deutschen Pädagogik als akademisches Fach von der „prädisziplinären Phase“ bis zur universitären Erstinstitutionalisierung im frühen 20. Jahrhundert . Speziell Lehrerzeitungen waren durch eine besondere Aktualität des Inhalts, enge Beziehungen zum Vereinswesen, häufiges, in der Regel ein- bis zweiwöchentliches Erscheinen und die Nähe zur politischen Tagespresse gekennzeichnet . Obgleich sie thematisch auf die Erwartungen von Schule und Lehrerstand zugeschnitten waren, beteiligten sich am pädagogischen Diskurs in den Lehrerzeitungen „auch Nicht-Lehrer, wie Schulaufsichtsbeamte, Lehrerbildner, Theologen“ .
Kriterien für die Auswahl
Berücksichtigt wurden alle deutschsprachigen Periodika, die in dem von Otto Buchheit herausgegebenen „Gesamtverzeichnis der deutschsprachigen pädagogischen Presse 1871-1914“ gelistet sind und unter Einbezug von Vorgänger- und Nachfolgeorganen mindestens fünf Jahre lang veröffentlicht wurden. Buchheit selbst gibt eine fachliche Einteilung der pädagogischen Zeitschriften, die zur Begrenzung der Materialerhebung herangezogen wurde. Amtliche Mitteilungsblätter, pädagogische Bibliographien, Anzeigeblätter sowie Periodika über „Schulverwaltung“, „Schulhygiene“, „Pädagogische Psychologie“, „Lehrmittelwesen“, „Eltern und Schule“ sowie „Kleinkinderpflege“ wurden nicht berücksichtigt. Stichprobenartige Untersuchungen der entsprechenden Periodika bestätigten, dass hier aufgrund des Inhalts, fehlender internationaler Ausrichtung und der adressierten Leserschaften keine nennenswerten Beiträge zum untersuchten Diskurs zu erwarten waren. Auch fachdidaktische Zeitschriften wurden ausgeschlossen, weil keine Rekonstruktion des Türken- und Türkeidiskurses in der performativen Praxis des Unterrichts an deutschen Schulen vorgesehen war, sondern die Analyse sich auf den semantischen Wandel des Wissens konzentrierte.
Die Jahresinhaltsverzeichnisse der relevanten Zeitungen und Zeitschriften wurden nach Beiträgen mit den Schlagwörtern „Türk*“, „türkisch*“, „Konstantinopel“, „Bagdad-Bahn“ und „Orient“ durchsucht. Rezensionen und Buchbesprechungen wurden nur in Ausnahmefällen berücksichtigt, da sie in der Regel über die Wiedergabe des Buchinhaltes hinaus kaum relevante Diskursinhalte enthielten. Dagegen wurden kleinere Beiträge aus Rubriken wie „Mitteilungen“ oder „Rundschau“, die in den Inhaltsverzeichnissen meist nicht mit spezifizierten Teilüberschriften versehen sind, in die Untersuchung einbezogen, weil gerade sie einen Eindruck davon vermitteln können, wie präsent ein Thema auf verschiedenen Diskursebenen gewesen sein muss. Denn kurze Mitteilungen versprachen für den Leser nur dann einen Erkenntnisgewinn, wenn er sie in einen größeren Kontext einordnen, mit seinem Vorwissen und weiteren in diesem Zusammenhang diskutierten Ereignissen verknüpfen konnte.
Da die Auswahl der Quellen durch den Bestand der Bibliotheken begrenzt ist – vor allem Kriegsjahrgänge fehlen häufig – und womöglich blinden Flecken Vorschub leistet, erheben wir keinen Anspruch auf lückenlose Erfassung der noch erhaltenen Beiträge zum Türken- und Türkeidiskurs. Gleichwohl repräsentiert die vorgelegte Bibliographie – schon aufgrund der „Wiederholung und Gleichförmigkeit von immer wieder ähnlich Gesagtem oder Geschriebenem“ – den betreffenden Diskurs in Pädagogik und Lehrerschaft des Kaiserreichs umfassend.
Abbildung 1: Schlesische Schulzeitung. 1.27 (1898; Ausschnitt) (eigener Scan).
Abbildung 2: Kley, Otto: Deutscher Wirtschafts- und Bildungseinfluß in der Türkei. In: Pädagogische Woche, 6.12 (1916) (eigener Scan).
Abbildung 3: Blankenburg, Wilhelm: Die Zukunftsarbeit der deutschen Schule in der Türkei. Leipzig: Veit & Comp., 1915 (eigener Scan).
Abbildung 4: Postkarte ca. 1916/17. In: Propaganda and War – The Allied Front During the First World War. Istanbul 2014, S. 201.
Bibliographie
Zur Bibliographie als Zotero-Datenbank . Hier wurden die ‚Keys‘ des Ursprungsdatensatzes nicht mit übernommen.
Literatur
Zur Zotero Library
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