Titlebook: Narrative Traditions in International Politics; Representing Turkey Johanna Vuorelma Book 2022 The Editor(s) (if applicable) and The Author

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From Beliefs to Traditions,re narrated and imagined in various ways by the national self and others. This chapter discusses the problem of representing the state mimetically and introduces a narrative approach to examine how states are represented in international politics. The distinction between firsthand observations and s

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笨重

Strongmen Embodying Turkey,embodiment of state. There are four beliefs that can be recognised in the narrative tradition, corresponding with the classical tropes of metaphor, metonymy, synecdoche, and irony. The first belief is that Turkish politics can be explained by examining the characteristics of the strongmen. The secon

笨重

Continuously Creeping Islamisation,y and beyond. The ‘creeping Islamisation’ narrative tradition is essentially a securitising narrative in that it represents Islam not only as a political and cultural threat but also as a security threat. This chapter shows that there are four beliefs that are carried in this narrative tradition. Fi

INCUR

Conclusion: A Long Conversation about Turkey and the West,ts in the narrative traditions that are examined in the book, but they cannot be reduced to ideological preferences. Narrative traditions are better conceptualised as mental maps that provide an appealing vocabulary to describe events in international politics, a shared set of metaphors that render

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Johanna Vuorelmaartnership. When we began to develop this edited volume, we had insights into how school-university partnerships within initial teacher education were being formed, as well as a clear understanding of key indicators informing effective partnerships. By the final stages of curating this edited collec

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Johanna Vuorelmaf the research endeavour. The STEPS research responded to a continuing concern regarding primary teachers’ acquisition of scientific understanding, confidence to teach science and persistent questions concerning the effectiveness of traditional approaches to teacher education. STEPS brought together