An Interview with Duke’s new Turkish lecturing fellow, Didem Havlioglu
by JULIE POUCHER HARBIN, EDITOR, ISLAMiCommentary on OCTOBER 30, 2015:
Didem Havlioglu, a new Turkish Lecturing Fellow in the Department of Asian and Middle Eastern Studies at Duke University, did her MA and PhD at the University of Washington, Seattle in Near and Middle East Studies. Her research focuses on Ottoman and Modern Turkish language and literature — in particular, gender and women in literature.
She’s been teaching Modern and Ottoman Turkish language for 15 years, and comes to Duke as a Turkish lecturing fellow, after having taught at Istanbul Sehir University (a new private school in Istanbul) for the past five years. During her tenure at Sehir, she helped start the Turkish language and literature department and the Turkish for International students program.
QUESTION: Which courses are you teaching this semester and next semester?
HAVLIOGLU: I am teaching Elementary and Intermediate Turkish this year at Duke and UNC-Chapel Hill. My students are interested in Turkish because they want to study Middle East history and culture. They usually go to a study abroad program at Bogazici University in Istanbul or through the Duke in Istanbul program. Upon their return, they take second or third year Turkish. They are all very good students who like thinking outside of the box. For this reason, the classes are fast paced and very enjoyable for all of us.
QUESTION: Do you think interest from students is picking up for learning Turkish?
HAVLIOGLU: I am very happy to find that more students are interested in Turkish language and culture every day. The study abroad and Duke in Istanbul programs are the initiators of this growing interest. After living in Turkey briefly, the students come back to Duke with a good understanding of what they want to do next. For instance, they want to continue exploring, if not expand their initial immersion in Turkish language and culture.
QUESTION: Why should students learn Turkish?
HAVLIOGLU: I have always found it odd when I hear people talking about teaching language, teaching culture, and teaching literature as three distinct areas. For me, language is culture, and literary and other texts are tools that offer insights into the target community’s minds and souls. Carefully chosen texts draw the learners in and awaken them to perspectives that they never knew they had, not only of the other, but also of themselves and their own culture. Likewise, language learning consists not only of learning linguistic structures but also of understanding how meaning, mentality, and worldview vary in different communities that use similar words.
Therefore, I believe, learning Turkish, just like any other language and culture can be instrumental in students’ ability to become world citizens where there are more differences than similarities. We live in a time now where the question is, “How will the world be different because I lived in it?” and I believe my students are the people who will change the way we think about borders that make people apart. Continue reading