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Islamic Political Identity in Turkey

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the matrix of turkish islamic movements 147<strong>Islamic</strong>” community among Turkish workers <strong>in</strong> Germany. Moreover, new economicopportunities <strong>in</strong> <strong>Turkey</strong> and the Wnancial resources of the Turkish workershelped the Süleymancìs to carve a new space for themselves <strong>in</strong> terms ofmeet<strong>in</strong>g the hous<strong>in</strong>g and scholarship needs of the grow<strong>in</strong>g numbers of universitystudents. In this respect, their aim was to protect the new generation aga<strong>in</strong>stleftist-atheism and radical political Islam. In the 1970s, they started to organizeamong the Turkish workers <strong>in</strong> Europe, whose religious aVairs were ignoredtotally by the D8B. The 1980 coup further enhanced the Süleymancì networks,as the state regarded the Turkish-<strong>Islamic</strong> synthesis as a new national identity.As of 2003, they run the most powerful dormitory networks <strong>in</strong> <strong>Turkey</strong> and thesecond-largest mosque network <strong>in</strong> Germany. Their dormitories are cleaner andmore highly discipl<strong>in</strong>ed than those of the state and are equipped with up-to-datetechnology to meet the needs of the university students.Features of the MovementAfter the death of Tunahan, his followers claimed that he had the bless<strong>in</strong>g ofthe Prophet (veraset-i nübüvvet) and was responsible for a spiritual renaissance<strong>in</strong> the Turkish nation. Like Sheik Khalid, Tunahan gave <strong>in</strong>structions to his followersto make a rabìta (spiritual bond) to himself rather than any other leader.This spiritual bond requires his followers to seek union with Tunahan throughthe <strong>in</strong>terior visualization of his image <strong>in</strong> order to atta<strong>in</strong> the supreme Reality—be<strong>in</strong>g absorbed <strong>in</strong> the sheik (al-fana W al-sheikh) and God. Accord<strong>in</strong>g to his followers,he therefore represents the “seal of sa<strong>in</strong>thood” (evliya), mean<strong>in</strong>g thatthere won’t be any similarly blessed leaders after Tunahan. The Süleymancìshave been very active <strong>in</strong> certa<strong>in</strong> oYces of the higher bureaucracy and actively<strong>in</strong>volved <strong>in</strong> religious tra<strong>in</strong><strong>in</strong>g throughout Anatolia. The movement s<strong>in</strong>gled outTurkish youth, <strong>in</strong> particular, from the outset. Tunahan was an early enthusiastconcern<strong>in</strong>g the importance and revolutionary role of the pr<strong>in</strong>t media <strong>in</strong> open<strong>in</strong>gup discursive spaces and liberat<strong>in</strong>g <strong>Islamic</strong> thought not only from Kemalistoppression but also from the weight of religious tradition. He supported NecipFazìl’s populist <strong>Islamic</strong> magaz<strong>in</strong>e Büyük Do:u and encouraged his followers toread it. Accord<strong>in</strong>g to his followers, he also stressed the need to restore pan-<strong>Islamic</strong>ties that had been sundered by the abolishment of the caliphate. He passionatelysupported the liberation movement of Algerian Muslims aga<strong>in</strong>st Frenchcolonial rule and often was questioned by the police because of tak<strong>in</strong>g such akeen <strong>in</strong>terest <strong>in</strong> <strong>in</strong>ternational <strong>Islamic</strong> developments.There are four characteristics that identify the movement of Tunahan. First,the movement has centered on traditional religious tra<strong>in</strong><strong>in</strong>g, which was <strong>in</strong>stitutionalizedafter his death. The stress on traditional, memorized religious educationdiVerentiates the movement from the Nak7ibendi and Nur movements.When the Kemalist state’s policies shifted between clos<strong>in</strong>g all religious educationand creat<strong>in</strong>g its own version of “enlightened religious scholar” (aydìn d<strong>in</strong>adamì), the movement created an alternative <strong>in</strong>formal education to preserve andperpetuate traditional religious education. The movement stressed certa<strong>in</strong> clas-

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