Disciplinary Boundaries and Methodological Issues of Teaching Geopolitics in Turkey

Abstract

This study aims to present a critical portrayal of teaching geopolitics at Turkish universities by assessing both undergraduate and graduate levels of Political Science and International Relations (IR) curricula. Geopolitical analysis has gone through several phases and traditions by conceiving space as a crucial element for representing world politics. In addition to interstate rivalries, geopolitics also refers to many conflicts and rivalries within an intrastate framework in the context of multiple territorial scales. While geopolitics seems to be falsely perceived as something equal to a state-centric and hard realist academic subfield under a strong military tutelage in Turkey, it lacks a broad multi-level analysis, as well as geographical and historical reasoning. In this study, I propose to consider cartography, territoriality, and geopolitical representations, which form the basis of contemporary geopolitical analysis. The article evaluates weekly schedules, learning outcomes, content, and objectives of the courses available on the European Credit Transfer and Accumulation System (ECTS) information packages on university websites. Based on a qualitative case study, it eventually aims to improve the methodological character of geopolitics teaching, indirectly influencing the level and quality of geopolitics in Turkey.