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Islamic Political Identity in Turkey

Islamic Political Identity in Turkey

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44 islamic political identity <strong>in</strong> turkeygrated from the Crimea, the Caucasus, and the Balkans to settle <strong>in</strong> Anatolia andeastern Thrace. This <strong>in</strong>Xux required the Ottoman state to provide some conceptthat would unite these newcomers, many of whom were non-Turks (Albanians,Bosnians, Circassians, Chechens, etc.) and spoke diVerent languages. The migrants,who had been expelled or forced to leave because of their religion, found<strong>in</strong> Islam the source of their common bond with the people of Anatolia. The sultansought to strengthen this common bond and to replace the various group loyaltiesand identities with loyalty to and identiWcation with an <strong>Islamic</strong> state apparatus—namely,the <strong>in</strong>stitution of the caliphate. 21Only British-Russian rivalry kept the Ottoman Empire from be<strong>in</strong>g dismemberedtotally <strong>in</strong> 1878. The sultan recognized that he needed to forge strong politicalunity with<strong>in</strong> the rema<strong>in</strong><strong>in</strong>g empire if he were to preserve it. In the aftermathof the Treaty of Berl<strong>in</strong> and follow<strong>in</strong>g the adm<strong>in</strong>istrative occupation of Egypt bythe British <strong>in</strong> 1882, Sultan Abdülhamid II sought to <strong>in</strong>tegrate the rema<strong>in</strong><strong>in</strong>gAnatolian, Arab, and Balkan regions of his state through a series of new adm<strong>in</strong>istrative,economic, and cultural programs. 22 In particular, he tried to createamong his Muslim subjects a political consciousness and sense of unity basedon the tw<strong>in</strong> pillars of state (devlet) and religion (d<strong>in</strong>). However, <strong>in</strong> practice, religionwas subord<strong>in</strong>ate and acted primarily as a shield for the preservation of thestate. Abdülhamid II pursued his eVorts to create a form of <strong>Islamic</strong> nationalismthrough numerous avenues; these <strong>in</strong>cluded the centralization of authority, build<strong>in</strong>gschools, an emphasis on the role of Arabic culture <strong>in</strong> the empire, the creationof new communication and transportation channels such as the Hijazrailroad and telegraph l<strong>in</strong>es, the provision of Wnancial support to select Arabicand Turkish newspapers, the retention of leaders of SuW orders as advisors, and<strong>in</strong>vestment <strong>in</strong> the protection and reconstruction of Mecca and Med<strong>in</strong>a. Dur<strong>in</strong>gthis period the state’s profound social and political transformation was alsomanifested <strong>in</strong> the public debate over national identity, centered on three possiblesources of identity for citizens: Ottomanism, Islamism, and Turkism. 23Sultan Abdülhamid II also took steps to form connections with the widespreadnetworks of SuW orders and emphasized the pilgrimage to Mecca andMed<strong>in</strong>a, as well as the caliph’s role as organizer of this important Muslim activity.24 He <strong>in</strong>vited the 7eyhs of the prom<strong>in</strong>ent SuW orders to Istanbul and establisheda close relationship with the leaders of the 6azeli and Rufai orders, whobecame his advisors. He resumed use of the title “caliph” to show Muslimsaround the world that he served as guarantor of the Holy Places <strong>in</strong> Mecca,Med<strong>in</strong>a, and Jerusalem. 25S<strong>in</strong>ce Abdülhamid II’s conception of an Ottoman political community requiredthe subord<strong>in</strong>ation of local identities and loyalties to an <strong>Islamic</strong> identity,he created a new ideology (Islamism) and state organization. He reactivated andfurther politicized traditional societal networks to form a national communalidentity. The ma<strong>in</strong> <strong>in</strong>strument he used to foster a common identity and feel<strong>in</strong>gof loyalty to the state was the school system. 26 Dur<strong>in</strong>g his rule, 10,000 new semireligiouselementary (s1byan) schools opened, while the numbers of ibtidai (moresecular elementary) schools <strong>in</strong>creased from 200 to 4,000, rü7tiye (mid-level highschools) from 250 to 600, idadi (middle schools) from 5 to 104, and teachers’

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