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Insanlar tarihin her doneminde baskalariyla benzerlikler ve farkliliklar uzerinden bir kimlige sahip olmuslardir. Bu kimligin en onemli isleviyse guncel hayata tutunmayi ve toplumsal degerlere uyum saglamayi kolaylastirmak olmustur. Ayniliklari bulmaya donuk bu surecte aslinda “baskalarindan farkli olundugu” on kabulunden yola cikilmaktadir. Ihtiyac duyulan bu farkliliklar kimlige saglam ve tutarli bir alan olusturur. Burada birey, kendini tanimlamak icin ne oldugunu degil ne olmadigini temel almaktadir. Bunun icinde genellikle neredeyse tum olumsuz degerleri uzerinde toplayan “oteki”ne ihtiyac duyulmaktadir. Ulus-devlet tarih ogretimiyle toplumsal bellekte yer almasini istedigi her turlu degeri, olumlu ve olumsuz yargilari, otekilere dair imgeleri oldukca planli ve programli bir sekilde ogrencilere aktarilir ve makbul vatandaslar hedeflenir. Bu baglamda calismada 1930’li yillardaki lise tarih ders kitaplarinda “oteki” kurgusunun nasil ve hangi amaclara yonelik insa edildigi ele alinmistir. Arastirmanin yontemi nitel icerik ve dokuman analizine dayanmaktadir. “Oteki” kategorisi “Osmanli gecmisi”, “ic ve dis dusman” ana temalari uzerinden incelenmistir. Ders kitaplarinda bulunan tarihsel anlatilar dogrudan ornekler uzerinden degerlendirilmistir. Calismanin sonucunda, ulusal kimligin daha anlamli ve tutarli olarak insa edilebilmesi icin "oteki" kategorisine ihtiyac duyuldugu vurgulanmistir. Tarih ders kitaplarinda “oteki” ile yapilan karsilastirmalar uzerinden “biz” duygusuna daha anlamli ve tutarli bir arka plan saglamaktir. Anahtar Kelimeler: Oteki, Biz Algisi, Ulusal Kimlik, Tarih Ders Kitaplari, Tarih Egitimi "Other" Fiction In History Textbooks: An Assessment of the 1930s Abstract: People in every historical period through the similarities and differences with others, have had an identity. This identity is the most important function of holding on daily life and social values has been to facilitate adaptation. In this process actually looking to find sameness "that be different from others" is restricted to its assumptions. Needed a robust and consistent identification of these differences creates a field. Here the individual, to define itself is not what is based on what is not. In it usually collects almost all negative values on the "other" is needed. The nation-state of history teaching in the social memory that you want to include the value of all kinds, positive and negative judgments about the others quite planned and programmed image is transferred to the students liked the way citizens are targeted. In this study, high school history textbooks in the 1930s "other" how fiction and which is considered to have been built for the purpose. The method of the research based on qualitative content and document analysis. The "other" category “Ottoman past”, “internal and external enemies” over the main themes were examined. Related findings of Ottoman past are based upon the sub-themes such as emphasis on Turkishness, the sultans' personal characteristics, betrayal rhetoric, caliphate, ulema class, the quality of education, corrupted layout,  freedom of women. Related findings with the category of internal enemies were examined upon the Sultan and Istanbul Government, retrogressives, Christians minorities and the Eastern province of the Turkish. In the category of external enemies, Europeans, Arabs and Greeks is situated. Directly related to the subject of the study, samples of historical narratives were examined. As a result of the study of national identity in order to build a more meaningful and consistent "other" category is highlighted as needed. In history textbooks "other" through the comparison with the "we" feeling more expressive and consistent intended to provide a background that is specified. Keywords: Other, Perception of the We, National Identity, History Textbooks, History Education

Tarih Ders Kitaplarında “Öteki” Kurgusu: 1930’lı Yıllar Üzerine Bir Değerlendirme