Kurds in Turkey and in (Iraqi) Kurdistan: A Comparison of Kurdish Educational Language Policy in Two Situations of Occupation
Why this work is in the frame
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Bibliographic record
Abstract
This article describes, compares, and analyzes two educational situations for Kurds from the point of view of linguistic human rights, using prodigious exemplification. In Turkey, Kurdish-medium schools are not allowed, and Kurdish children do not even have the right to study their mother tongue as a subject in school. In addition to physical genocide through low-intensity warfare, including unacceptable living conditions, Turkey continues to commit linguistic and cultural genocide (according to definitions of genocide in articles 2(b) and 2(e) in the UN Convention on the Prevention and Punishment of the Crime of Genocide) in relation to the Kurdish nation/minority. Under the US-led occupation in Iraq, Kurdish children in (northern Iraqi) South Kurdistan are educated mainly through the medium of Kurdish and learn several foreign or second languages at school; minorities have their own schools in their own languages. We are especially interested in understanding how similar background motives on the part of Turkey's and Iraq's “partners” (mainly the United States) can result in such different educational outcomes. Thus we discuss some of the possible ethno-sociological, historical, economic, military, and political reasons for the differences and similarities, especially analyzing the seemingly contradictory US policy vis-à-vis the Kurds (including Kurdish language rights in education) in terms of three main causal factors: the US wish to secure oil, energy, and water deliveries in a new situation of uncertainties, through Turkey and from Iraqi Kurdistan; to secure support from Turkey in restructuring the Middle East; and to secure new arms deals.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it