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In every quarter and village or in every two quarters and villages, if necessary, there shall be at least one Sibyan School. In the mixed (Muslim‐non‐Muslim) villages and quarters, the Islamic school and non‐Muslim children’s school shall be different. Article Nine declared that primary education was compulsory for girls from the age of six to ten and for boys from the age of seven to eleven. Local authorities were assigned to monitor school age children, register their names and take swift action if people did not comply with the rules. Parents or whoever was responsible for the child was to be cautioned and if they persisted, punished, when the child did not go to school. In some exceptional circumstances, which were listed in Article Thirteen, a child’s excuse would be accepted for failing to attend the school. For years, educating girls had been encouraged, and Article Fifteen announced that if there were two schools in a neighbourhood or village, which belonged to the same religious group, one of them was to be reserved for girls. However, if there was only one school available, then girls would be admitted to this school. They were permitted to study in the boys’ school until the girls’ schools were completed. In the ‘girls only schools’, teachers were to be preferably females. But, in the absence of qualified teachers, aged and respectable men would be able to teach. The same regulations would apply to girls’ schools as boys’ schools, and separate schools were planned to be built specially for girls. Rüshdiye schools for girls were to be built in big cities, starting in the capital Istanbul, and later to be spread to provincial centres. If the population was only Muslim in the city, then a Rüshdiye school for Girls would be especially opened for them. If the population was Christian only, then the school was to be for Christians. In mixed Muslim and non‐Muslim cities, followers of each religion would have their own school providing that there was more than five hundred houses (Article Twenty‐ Seven). Teachers at the Rüshdiye schools for girls were to be females only. But, until qualified female teachers graduated, old and decent males (musin ve edib adamlardan) would be employed (Article Twenty‐Eight). Darülmuallimat (Female teacher training college) Girls’ education gradually became a state policy and the Maarif‐i Umumiye Nizamnamesi set regulations for their education. The Nizamname included detailed description of opening schools for girls at primary and secondary levels and more importantly proposed a higher‐level school to train female teachers 13 . The college had two branches: Sibyan and Rüshdiye. Each branch was divided in two departments: a department to train teachers for Muslim schools and a department to train teachers for non‐Muslim schools 14 . Until female teachers were trained for the college, aged and wellmannered male teachers were going to be employed as teachers. Graduates of Rüshdiye schools were to be accepted to the college, but those, who did not have Rüshdiye diploma, were going to be examined prior to their admission. Students were going to receive stipends during their study and were obliged to work at least five years at schools where they were appointed. In 26 April 1870 (25 Muharrem 1287 A.H.), the official state newspaper Takvim‐i Vekayi announced that the Darülmuallimat was officially opened in Istanbul by the Minister of Public Education, Safvet Pasha. In the opening ceremony, Safvet Pasha drew attention to the importance of providing women equal opportunities for their education 15 . As to support his views, he gave examples from hadith, Islamic history and European states, and emphasised that women were capable of learning sciences and industry as much as men. He pointed out that due to absence of special schools, girls did not have the chance to continue their education after studying at the primary schools. As a result new Rüshdiye schools were opened for girls, but because there were no qualified female teachers and male teachers dominated the school, after the age of nine or ten, girls did not stay at school more than two years. This was not long enough to complete their education; they needed at least four years of study. The Minister said that the solution was to increase the number of female teachers at these schools and therefore it was important to open a college to train
teachers for Rüshdiye schools. All 32 students joined the entry exam were successful and 20 of them graduated at the end of the 1872‐1873 academic year 16 . In conclusion, in the early Tanzimat period, the strong willingness and initiatives of the Sultan and his reformist governments definitely played a significant role in women’s education in 1840’s. Subsequent developments showed that restructuring the public education and formal schooling became a state policy. The governments had to tackle much more difficult task, girls’ education, and they were determined to successfully achieve it. It is because of this determination and support, as well as girls ultimate will to learn and improve their status in society led all these collective women movements in the late Ottoman history. Keywords: Tanzimat, Girls’ education, Ministry of education, Female activists, Women journals Assistant Prof. Vehbi Baysan Yeditepe University Department of History Vbaysan@yeditepe.edu.tr Notes 1 http://www.ft.com/intl/cms/s/2/7e98a2c8‐00cd‐11e0‐aa29‐00144feab49a.html 2 Babıali Evrak Odası, A. MKT., 24/87, dated 9 Cemaziyülahir 1261 A.H. (15 June 1845). 3 Takvim‐i Vekayi, No. 303, dated Receb 1262 A.H. (21 July 1846); the document is quoted by Cevad, pp. 30‐3, by Reşat Özalp, Milli Eğitimle İlgili Mevzuat (1857‐1923) (Istanbul, 1982), pp. 3‐5 and by F. R. Unat, Türkiye Eğitim Sisteminin Gelişmesine Tarihi Bir Bakış (Ankara, 1964), pp. 90‐1. 4 Tiğinçe Oktar, Osmanlı Toplumunda Kadının Çalışma Yaşamı (Istanbul, 1998), pp. 32‐3. 5 Oktar, p. 34; Ergin, p. 449. 6 Oktar, p. 34. 7 Ubicini, pp. 194‐5. 8 Kemal Efendi was the Director of Public Schools and Founder of the Darulmaarif. 9 Ebüzziya Tevfik, Mecmua‐i Abuzziya, No. 120 quoted by Cevad, p. 43. 10 Takvim‐i Vekayi, No. 649, dated 26 Zilhicce 1278 A.H. (24 June 1862); Cevad, pp. 74‐5. 11 Oktar, p. 40. 12 Cevad, p. 101. 13 Cevad, p. 115; Ergin, pp. 668‐85. 14 See Table 19 and Table 20 for Darülmuallimat’s curriculum. 15 Ergin, pp. 671‐3 as quoted from the Takvim‐i Vekayi, No. 1217, dated 25 Muharrem 1287 A.H. (26 April 1870). 16 Şefika Kurnaz, Osmanlıdan Cumhuriyete Kadınların Eğitimi (Ankara, date unknown), p. 7. Kaynaklar Cevad, Mahmud. Maarif‐i Umumiye Nezareti Tarihçe‐i Teskilat ve Icraati. Istanbul, 1338 A.H. [1920]. Cevdet, Ahmed, Maruzat, Istanbul, 1980. ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐, Tarih‐i Cevdet, volume 12. Istanbul, 1309 A.H. [1891‐92]. Ergin, Osman, Istanbul Mektepleri ve Ilim, Terbiye ve San’at Müesseseleri Dolayisiyla Türkiye Maarif Tarihi, 5 Volumes, reprint. Istanbul, 1977. Kurnaz, Şefika. Osmanlıdan Cumhuriyete Kadınların Eğitimi. Ankara, 1999. Oktar, Tiğinçe. Osmanlı Toplumunda Kadının Çalışma Yaşamı. Istanbul, 1998. Özalp, Reşat. Milli Eğitimle İlgili Mevzuat (1857‐1923). Istanbul, 1982. Pilehvarian, Nuran Kara. ‘Osmanli Devleti’nin Ilk Sivil Lisesi: Valide Mektebi/Darülmaarif 1266/1850’, EJOS, IV (2001) (= M. Kiel, N. Landman & H. Theunissen (eds.), Proceedings of the 11th International Congress of Turkish Art, Utrecht ‐ Netherlands, August 23‐28, 1999), No. 35, pp, 1‐15. Somel, Selçuk Aksin. The Modernization of Public Education in the Ottoman Empire 1839‐1908.
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Kadın Hayatlarını Yazmak: Oto/Bi
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SEMPOZYUM KOORDİNATÖRLERİ / SYMP
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Suraiya FAROQHI Şefik PEKSEVGEN Ve
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THE WOMEN'S LIBRARY AND INFORMATION
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Kadın Hayatlarını Yazmak: Oto/Bi
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NOTE FROM THE EDITORS Women must wr
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EDİTÖRLERDEN Kadın kendini yazma
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AÇILIŞ KONUŞMASI / KEYNOTE SPEEC
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ve estetik değerleri temsil ettiğ
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Dolayısıyla Woolf’un saptaması
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FOLLOWING THE TRACES OF THE UNION O
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Union of Turkish Women at the 1931
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could glean about Piraye Sadullah T
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E‐Mail Correspondence Binnur Fenm
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tatilinden sonra Haven House’a, o
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incelendiğinde Plath’ın yaşam
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Sonuç Bu çalışmada Sylvia Plath
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SÖZLÜ TARİH VE TANIKLIKLAR ORAL
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olduğu için “doğal” olarak e
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Burda arkadaşlık falan yok hepsi
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Cezaevinde, koğuş içinde sürekl
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Organization” Academy of Manageme
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karşılaştığı yetişkin Bulgar
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akrabalarına geleceklerini bildire
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Kültürü, dili, cinsiyeti, köken
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KADIN HAYATLARINA YANSIYAN ULUSAL T
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Salih Bey kızlarının eğitimine
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üniversiteye devam etmek istiyordu
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Zühre öyküsünün Farsçasını
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Sonuç Olarak 1939’da üniversite
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din adamları ile temas ve bu konul
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Fransızlardan devir alan heyette y
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‐Tek emelimiz hava ordumuzu en ku
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POLITICAL VOICES IN AUTOBIOGRAPHIES
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these women displayed different inc
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There is another side to the issue,
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POLITICAL VOICE OF MAYA ANGELOU IN
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the conditions of Blacks after the
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for the job, Angelou is initially a
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USING AUTOBIOGRAPHICAL NARRATIVE TO
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continent, is painted as intolerant
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am with will tell me ‘Your eyes a
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Bibliography Bhabha, Homi K. "Signs
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fool.” 3 At that time it was very
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justifying her decision to defy the
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CROSS‐CULTURAL ENCOUNTERS
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capital gain. Anne introduced Linke
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and two‐thousand newspaper articl
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Turkey.” Which reminded me of the
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Bibliography Goethe, Johann Wolfgan
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In 1829 Pálsdóttir moved to Reykj
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the years. While a child Pálsdótt
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Self Presentation in Personal Corre
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BADGES OF HONOUR: CAPTURING NARRATI
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inaugurated with the European City
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other people, that were there from
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academic and community learning and
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I also will analyse my relationship
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or open to the future, to recogniti
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4 Ibid. P.4 5 White, pp. 44‐45 6
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American cinema of the silent perio
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which now started to be viewed in t
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Professor Małgorzata Radkiewicz, P
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KASHMIRI WOMEN’S TESTIMONIOS: LIV
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the choice of remarriage she makes
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unaccountable increase in abuses of
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WOMEN’S ROLE IN THE KHILAFAT MOVE
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urden and march along with our men,
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Turkish relief fund. 49 Women, espe
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KAMU VE İŞ HAYATINDA KADINLAR WOM
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Türkiye’de üniversite eğitimi,
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özellikle de “ulusun babası”
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Notlar 1 Füsun Üstel, “Makbul V
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TÜRKİYE CUMHURİYETİ’NİN İLK
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ve dedesini kaybetmiştir; cumhuriy
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Sahnelerde, özellikle gazinolarda
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kocam çok memnun oldu” der Emine
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31 Ann Daly, 1991,Unlimited Partner
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İnce, Yasemin; Kar , Altan, Yeni G
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ayrıntılı bilgiler edinmek mümk
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Günlüklerde, Tansel’in kişili
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kendini hissettirir. Türlerin iç
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yazarlığı, ebelik ve bazı nezar
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şekilde çalışma hayatına girme
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KADIN YAŞAM ANLATILARINDA FELSEFE
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onu gasp etmekte veya yok etmektedi
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özgür olduğunu söylemek çeliş
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Notlar 1 Simone de Beauvoir, Sade
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The Correspondence of PrIncess ElIs
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together with the objections of suc
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And finally, consistency and resolu
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Sirven, J. Les années d’apprenti
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gece, “herhangi bir ışıkta, la
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görünürde olduğu ama mümkün o
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felsefecileri gibi hayvani bulduğu
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Hypatia’nın ondokuzuncu yüzyıl
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Resim 1 Resim 2 Resim 3 Resim 4 Res
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OSMANLI TARİHİNDE VE TARİH YAZIM
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kümülatif birikim” olarak söz
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da kendisi tercih etmiştir. Fakat
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da görünen o ki bundan fazlası i
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OSMANLI HAREMİNİN EN ÇOK SEYAHAT
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Bu sayede Gülnuş Sultan, haremin
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Gülnuş Sultan’ın da tıpkı K
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11 Baer, a.g.e., 246‐247. 12 Paul
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WOMEN POLITICAL ACTORS IN PUBLIC DE
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ights violations who worked regular
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Notes 1 “Turkish families protest
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woman from Punjab who played a fund
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procession with hundreds of other g
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9 FGM 2002, F/501, PMWT, Lahore. 10
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AUTO/BIOGRAPHY, HISTORY AND HERSTOR
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She also experienced the difference
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needs’ and ‘the body’; it rev
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14 Davis, A Life of learning, 12. 1
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Smith and Watson maintain that in w
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and to break the established patter
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Kutlu’s life‐narrative offers t
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Anderson, Linda. Autobiography. Lon
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… that challenges the very logic
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dominant and often repetitive, clic
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complex, fragmentary, sound snippet
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Some critics supposed that I meant
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or embroidery, serving only for ent
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used to explain the existence of a
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Her two portraits in 1884 : full fa
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Joy is an exception. The Flute Play
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abortion. The suffering is so unbea
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7.2.2. A drama of Ibsen, “When we
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THEORY AND CRITICAL READING OF AUTO
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insights provided by feminist theor
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As for writing, most people secretl
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something or someone from the dead.
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Bahçeşehir University, Department
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WRITING THE OTHER AND TRANSNATIONAL
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Writing the Papua New Guinea memoir
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are very different. Meenakshi is a
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McDonell, Jennifer. “Transgressio
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definitions of “woman’s place
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lot […] The labor newspaper jobs
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Although Friedan had a later evolut
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The Second Stage, New York: Summit
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Interestingly, she found in movie f
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Agustina’s biographies of Paula R
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SINIF, TOPLUMSAL CİNSİYET VE SOSY
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eylik zihniyeti) diye nitelediği c
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sanki sessiz bir anlaşmayla başka
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Lülü Konağında toplam on beş h
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itirdikten sonra okumamış, ailesi
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18 F. Özbay, Türkiye’de evlatl
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elevant illustrated books present a
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women’s accomplishments since the
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“truly belongs” to a district o
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KADININ HAFIZASI: ÇAYKARALI RUMCA
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oluşturulduğunu yani hafızanın,
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Geleneksel olarak da yılbaşını
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Research Assistant , Gülmelek DOĞ
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BODRUMLU KADINLARDAN YAŞAM ANLATIL
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Ya bu elindeki örgü diye soruyoru
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Kaptan - ŞÜKRİYE ER Şükriye Er
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Notlar 1 Bodrum Belediyesi ve Anıl
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deyişiyle, “çocukluktan itibare
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oturursunuz”. Ben yani şok oldum
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getirilmesi; bu arada erkeklerin de
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EV YAPIMI: BİR FOTOĞRAF KUTUSUNDA
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Filmde ayrıca kalp atışını and
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vermekten vazgeçtiklerini söyledi
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GAMZE FİDAN’LA KOP‐ART YOLCULU
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Fluxus dâhisi Nam JunPaik, kurgula
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aşlıklı bir sergi açtık mesela
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Melodram. Hem çok sıradan, hem ç
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ismimi yok etmek, başka sanatçıl
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scenes intentionally. Barry also dr
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and pessimism, she decides to overc
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two brothers grow in this liminal,
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HOME IS AN/OTHER? QUEER TRANSNATION
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These dynamics, in turn, speak to t
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Israel as a gay haven in darker ton
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queerness‐and‐homonationalism/.
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In works such as Spaces of the Past
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Voicing the everyday - Maternal bei
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1 The representation of the life ph
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always regarded her as a pianist, t
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Liszt lived, and be his student. An
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not put out for sale. 4 The article
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ARŞİVLER, HATIRATLAR VE KADIN TAR
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Yeni Asır, in which she reveals me
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Greene (1923-25 and 1945-48), a Wel
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2 Ayfer Karakaya‐Stump. “Debati
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ROMALI BİR KADININ HAYATINI MİMAR
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İmparatorluk Kültü baş rahibeli
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çalışmalar ile ilgili bkz.: Halu
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Tarih Kurumu, 1973. Pomeroy, Sarah.
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WRITING THE LIFE OF A LIFE WRITER:
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The inclusion of the entirety of Li
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closely intertwined. Ellen regularl
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QIYĀN AND SEXUALITY: THE SINGING
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elations with Ibrāhīm al‐Mawṣ
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qiyān’s lives, and that is the r
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RE‐CRAFTING THE PAST: LYDIE ROSTO
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Rostopchina mère’s observations
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his letters to family. Quoting Hans
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(1965): 144‐156; Alexander Nikite
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SOUND OF SILENCE 1 /SILENCE OF SOUN
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hills, similar to Fredi Murer’s H
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Keywords: New Turkish Cinema, Sound
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NARRATIVES OF WOMEN BY WOMEN ON SCR
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eginning of the film, without impos
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Notes 1 Karen Hollinger, Feminist F
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modified the job descriptions and t
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Notes 1 Thomas, L Lindlof, Qualitat
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impossible within, the impossible c
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5 Dylan Evans further explains, “
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THE WAY SHE MOVES, THE WAY SHE TALK
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achievements that are threatened by
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initiative, since oral history sour
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Haagen, Yvonne. Oral history en arc
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femicide in the world (Jewkes and a
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treated and to thank the private co
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argued (Perrot, 1990‐1991), by co
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NARRATIVES OF BREAST CANCER IN THE
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marvelous, and believe most what th
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unavoidable surgery they became sto
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12 Maria Edgeworth,”Belinda,” i
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TEMSİL VE GÖRÜNÜRLÜK REPRESENT
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Basında Pippa Bacca cinayeti Sanat
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ailesinin ve İtalyan kamuoyunun du
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Kaynakça Alankuş, Sevda. “Neden
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içerisinde hangi bakımdan dışar
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Bugün ilkel olarak nitelendirilen
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Sonuç Bütün toplumlar topluluğu
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MEMOIRS AND BIOGRAPHIES OF WOMEN IN
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Contribution of women: Autobiograph
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showed the way. Thus the small maga
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DISCUSSIONS ABOUT MEMOIRS, AUTO/BIO
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2. Conceptualizing a biographical b
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7.1. To be visible or invisible - T
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Hallebone, E. and Priest, J. Busine
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as governmental foreign policy, emp
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famous, published works, and indivi
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Correspondence, Mary Ritter Beard a
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status in society by circumscribing
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Rome to help her mother through the
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Primary Sources ITTCR008, Folder of
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especially during the reign of Sül
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10 From the title of the Robert Wit
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TÜRK RESİM SANATINDA EREN EYÜBO
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folklorik motiflerin özelliklerine
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“Biz Batı’dan geleli epeyce za
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Notes 1 http://www.britannica.com/E
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örneklerinden biri olduğu edebiya
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arasındaki en büyük tartışma k
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4 Banıçiçek Kırzıoğlu, “Sam
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Kendisiyle yapılan söyleşilerde
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Kamusal anlatının kırılma anı
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ARI’NIN YOLCULUĞU Bahar YAZGAN G
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1993 yıllarında açılan Milli E
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Prof. Dr. Pınar Bayhan Prof. Dr. R
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BİR CUMHURİYET AYDINI: CUMHURİYE
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Atatürk için “tarih araştırma
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Şimdi öncelikle hak verilmez alı
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Yayınları, s. 164. 5 Sayın Çı
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If you are going to ask women to ha
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Dunlop’s speech focused on the re
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Faison, Seth. “Women’s Meeting
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SEVGULİ’NİN HİKÂYESİNİ DİN
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olduğunu bize asla belirtmedi. Sad
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Sevguli’ye kumasıyla ilişkisini
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yapayacağını bilmiyor olmak” f
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tartışmalı bir durumdur. Bizler
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Verdiği örnek başarılıdır: He
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şekilde marjinalize gruplardan ö
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Kaynakça Akis, Yasemin. 2009. “P
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BİREYSEL GÖRÜŞMELER VE GRUP GÖ
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yansıtsa bile, analizi izleyen tek
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(Öyle bir şey yok. Peki, ortam ko
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ve Belkıs Kümbetoğlu, İnci User
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de bulundu. Bülent Ecevit’in var
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Sen erkek olduğun için senin içi
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HİKÂYELERİMİZİN PEŞİNDEN Fer
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Feminist bakış açısı kuramına
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2008), 361. 2 Sandra Harding, “Fe
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THE CRITICISM OF MAN‐DOMINATED SO
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It should be noted that Forough doe
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appointment as President. From that
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the poet, which he expresses himsel
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—— Φως τη σκoτία. Ath
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Christian spiritual life. It was in
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Na soberana luz da Mãi tão pura,
Page 579 and 580:
the genders has consisted in the di
Page 581 and 582:
IN HER DAY SHE BROKE THE MOLD: DISC
Page 583 and 584:
camera, suggesting the spirited wom
Page 585 and 586:
conception. Rather, her Shakti, “
Page 587 and 588:
Bailey, Alison and Chris Cuomo. The
Page 589 and 590:
“A MARTYR OF ART”: ‘STAGING
Page 591 and 592:
Maria abandons her husband and his
Page 593 and 594:
For Galanaki, Eleni’s disguise an
Page 595 and 596:
THE FEMININE UNIVERSE OF THE 19 TH
Page 597 and 598:
significant dimension. They are ind
Page 599 and 600:
Izabel MARGATO Associated Professor
Page 601 and 602:
gentlewomen for her reputation as a
Page 603 and 604:
As discussed above, Chen Yulian’s
Page 605 and 606:
When all was lost, she painted hers
Page 607 and 608:
KADIN DENEYİMLERİ VE SOSYAL TARİ
Page 609 and 610:
olarak görüldü (Kollontai, 2000:
Page 611 and 612:
olarak yaşlı kuşak kadınlardan
Page 613 and 614:
Ataerkil kültürde genelevler ayn
Page 615 and 616:
eşitsizlik alanının yanı sıra
Page 617 and 618:
etkilenerek yeniden kurgulanması,
Page 619 and 620:
Dolayısıyla anlatıcı kadın, di
Page 621 and 622:
Kıbrıs Türk edebiyatına baktı
Page 623 and 624:
R. B.: kadın, 1946 doğumlu, ilkok
Page 625 and 626:
KADIN FOLKLORU VE SÖZLÜ GELENEKLE
Page 627 and 628:
yola çıkarak, kilamın, stran ve
Page 629 and 630:
demek yetmemektedir ve “kadın de
Page 631 and 632:
dinletilerinin olması da bu durumu
Page 633 and 634:
GÜL KÜLTÜRÜNDE KİŞİ ADLARI V
Page 635 and 636: Tablo 1. Tanrıçadan bugüne gül
Page 637 and 638: (Ö 2 ) bütünleştiği (Ö 2 V N
Page 639 and 640: Notlar 1 Kayıtların geçmişi Mez
Page 641 and 642: EVLENME VE DÜĞÜN ERTESİ TÖRENL
Page 643 and 644: durumu anlatmaktadır. 90'lı yıll
Page 645 and 646: Eski ve orta kuşaklarca gelenek fa
Page 647 and 648: AGATHA CHRISTIE VE KERİME NADİR
Page 649 and 650: metni bitirir. 5 Özel hayatına ay
Page 651 and 652: edilseler de bunlar mutlu sonla bit
Page 653 and 654: Dergisi, Sayı 292. Kış 2007‐20
Page 655 and 656: telakki eden, özellikle kadın oku
Page 657 and 658: 1 Kerime Nadir, Romancının Dünya
Page 659 and 660: Lüsyen’in ailesiyle çatışmas
Page 661 and 662: şehre gidiyordu. Hâmid’in kimya
Page 663 and 664: WOMEN'S EXPERIENCE
Page 665 and 666: their fathers. Siham’s father was
Page 667 and 668: My father passed away while I was i
Page 669 and 670: the one hand, Najat expressed repea
Page 671 and 672: Women’s petitions and telegrams t
Page 673 and 674: do agriculture and they worked nigh
Page 675 and 676: Aşk ağlatır dert söyletir elbet
Page 677 and 678: WE WILL SHOW YOU THAT YOU ARE A WOM
Page 679 and 680: You have to accept what is happenin
Page 681 and 682: subjugation in most African societi
Page 683 and 684: MODERNIZATION AND WOMEN EDUCATION I
Page 685: He told Kemal Efendi, ‐‐ I give
Page 689 and 690: READING HABITS AMONG WOMEN IN THE D
Page 691 and 692: From libraries to bookshops Althoug
Page 693 and 694: 19 Iorga, Femeile în viața neamul
Page 695 and 696: ecounting her experience of veiling
Page 697 and 698: When our respondents veiled abruptl
Page 699 and 700: Moreover, by sticking together and
Page 701 and 702: KAMUSAL TARTIŞMALARDA KADIN SİYAS
Page 703 and 704: yapılanışı içerisinde kadınla
Page 705 and 706: siyasette yer almalarını etkileye
Page 707 and 708: Beşpınar, seçmen kadınların de
Page 709 and 710: İKİNCİ DÜNYA SAVAŞI SONUNDA SA
Page 711 and 712: Sertel’e göre faşizm geri bir i
Page 713 and 714: September 27, 2013. http://global.b
Page 715 and 716: Toplumun dinamikliğini gösteren
Page 717 and 718: hemcinsi ile kurduğu duygusal bağ
Page 719 and 720: Bütün bunların ‘kurgu’lanara
Page 721 and 722: 1924 yılına ait Fransızca bir be
Page 723 and 724: 10 Çalışlar, Biyografisine Sığ
Page 725 and 726: sonrası bütün Batılı değerler
Page 727 and 728: onun kurumlarına da yönelik olmas
Page 729 and 730: 6 Huda Shaarawi, Harem Years: The M
Page 731 and 732: BİRBİRİNE DEĞEN HAYATLAR Umut B
Page 733 and 734: Janis içkiye ve uyuşturucuya on a
Page 735 and 736: Acı çeker çünkü geleneksel gü
Page 737 and 738:
21 S.Reynolds and J. Press, Seks İ
Page 739 and 740:
olay olarak ele alınacak üç vaka
Page 741 and 742:
tarihlerine ışık tutmayı amaçl
Page 743 and 744:
Sexuality and Museums: A Routledge
Page 745 and 746:
KADINLARIN ANLATILARINDA SAĞLIK VE
Page 747 and 748:
ir toplam gibi birikmiş benliğimi
Page 749 and 750:
Saygınlık uyandıracak bir zarafe
Page 751 and 752:
ahlaki ve estetik yargılardan bağ
Page 753 and 754:
WOMEN'S VOICES IN RELIGIOUS DISCOUR
Page 755 and 756:
the dominant ideology of local soci
Page 757 and 758:
from worldly degradation” and all
Page 759 and 760:
Some readers may consider such narr
Page 761 and 762:
Sakkoudion, in Bithynia, Plato beca
Page 763 and 764:
Ester Kreitman was productive as a
Page 765 and 766:
The Orthodox discourse is grounded
Page 767 and 768:
PLACING A FEMALE PERSON AT THE CENT
Page 769 and 770:
(1888‐1954). This kind of idylliz
Page 771 and 772:
(1) polemics and apologetics betwee
Page 773 and 774:
edited by Maria Heidegger, Nina Kog
Page 775 and 776:
This novel is a hybrid with boundar
Page 777 and 778:
proclaims her miraculous pregnancy.
Page 779 and 780:
of a she‐god. Yahweh, you should
Page 781 and 782:
36 Ibid., 83. 37 Virginia Woolf, Th
Page 783 and 784:
CONVERSATIONS BETWEEN US: A VISUAL
Page 785 and 786:
1. The participants represent their
Page 787 and 788:
young Muslim women living in large
Page 789 and 790:
WOMEN'S EXPERIENCE IN THE MIDDLE EA
Page 791 and 792:
well as from ideas of women as a mo
Page 793 and 794:
In response to the screams of Hamid
Page 795 and 796:
Concluding remarks Having read and
Page 797 and 798:
The Dynamics of Change in Conflict
Page 799 and 800:
DANCING WOMEN'S LIVES, WOMEN LIVING
Page 801 and 802:
Rather than only recounting history
Page 803 and 804:
A similar process is at work in Nef
Page 805 and 806:
agency moving beyond polarization,
Page 807 and 808:
postmodern art trend in the USA. 36
Page 809 and 810:
OBITUARIES INTO LIFE HISTORIES: WOM
Page 811 and 812:
mercantile ethos (liberal and ratio
Page 813 and 814:
adds that she managed the money so
Page 815 and 816:
Haddad, Yvonne and Jane Smith, “W
Page 817 and 818:
distinctions between the person wri
Page 819 and 820:
[…] and slowly everything changed
Page 821 and 822:
Chapel Hill: The University of Nort
Page 823 and 824:
HALİÇLİ KÖPRÜ ROMANINDA ETNİK
Page 825 and 826:
karşılaşabilecek ya da bakışı
Page 827 and 828:
Hepimiz bir yıllığına gelmişti
Page 829 and 830:
Bedenleri” çev. Tansel Güney, d
Page 831 and 832:
Ümmülbanu'nun hayatı Azerbaycan'
Page 833 and 834:
Dış dünyanın insan hayatında b
Page 835 and 836:
EDEBİYAT VE OTO/BİYOGRAFİK KURMA
Page 837 and 838:
Seçilmiş Hikayeler Dizisi’nde y
Page 839 and 840:
Kısa bir süre sonra kocasının e
Page 841 and 842:
GEÇ DÖNEM ONDOKUZUNCU YÜZYIL OSM
Page 843 and 844:
Emine Semiye Emine Semiye Hanım d
Page 845 and 846:
ana dönem kadınları hakkında be
Page 847 and 848:
Bektaş (İstanbul: Klasik Yayınla
Page 849 and 850:
WRITING (OF) THE SELF IN JANE EYRE:
Page 851 and 852:
mediation by the screen as a functi
Page 853 and 854:
though the narrator is true to the
Page 855 and 856:
esidue of unprocessed mourning but
Page 857 and 858:
RELATIONS TROUBLE IN ANNA KOWALSKA
Page 859 and 860:
The perception of the world by the
Page 861 and 862:
OYUNLARDA KADINLAR WOMEN IN PLAYSCR
Page 863 and 864:
about their weaknesses and fears, s
Page 865 and 866:
means that writer is actually an an
Page 867 and 868:
history that she personally had con
Page 869 and 870:
ANTİK YUNAN TRAGEDYALARINDA TOPLUM
Page 871 and 872:
toplumda hüküm süren ataerkil bi
Page 873 and 874:
Elektra oyunu mitin bu noktasından
Page 875 and 876:
4 Althusser, 266. 5 Terry Eagleton,
Page 877 and 878:
EDUCATION, PROFESSION, EMANCIPATION
Page 879 and 880:
dominated societal institution,”
Page 881 and 882:
they were assigned too many respons
Page 883 and 884:
“Forget about it, don’t irritat
Page 885 and 886:
6 Joan I. Roberts and Thetis M. Gro
Page 887 and 888:
EXPERIENCES OF MUSLIM AMERICAN WOME
Page 889 and 890:
I said to myself it cannot be ‐my
Page 891 and 892:
It is obvious from the examples I h
Page 893 and 894:
GROWING UP IN ROMANIA IN THE 1970s
Page 895 and 896:
The burst of laughter her story may
Page 897 and 898:
us that there were people who were
Page 899 and 900:
Kling, Vincent. “Translator’s A
Page 902:
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