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The regional centers of the Ottoman geography are a home of emotional and political bonds that are discovered by the communities living within them and which are owned by the historical heritage and even belong to the highest level of belonging. The Trabzon Rum Mektebi (Trabzon Greek School), which was founded in the XVII century and operated until the XXth century in order to instill Greekness to the Black Sea Greeks, was one of the main vessels that sprouted and fed Greek nationalism in the region

The books with published document examples contribute to the understanding of the Ottoman bureaucracy. Kadıasker ruznamçeler, one of the important notebook series of the Ottoman Ilmiye class, is also needed for published examples since it is a very important resource group in order to understand and evaluate the internal dynamics and functioning of the Ilmiye professionals. Çivizade Mehmed Efendi, who was a Rumeli Kadıaskerliği in 1581-1582, was chosen as the subject of this study because it was the first assignment book to reach today. In the book, there are the records of exile, annexation related to the appointment of the cadastre, mujerri and muftis who are in Rumeli and in the jurisdiction of Rumeli Kadıaskeriği.

• volume 1. Birinci Kitap: Teori ve Müfredat. İkinci Kitap: Beylik Medreseleri
• volume 2. Tekkelere Bağlı Medreseler
• volume 3. Cami ve Hücreler.

This study, which focuses on the mutual impact of the traditional educational institutions and the Ottoman political and social circles, has been prepared by quoting from the world where the state was founded or even inherited in order to make the subject more understandable, although it focused on the footsteps of the Ottoman reform century. In the study, since the establishment of the Ottoman Empire, the traditional educational institutions, which have an active role, have been classified as school/medrese, palace school and sects, since both their respondents and their curricula are different in certain ratios. The palace school has directly taken into account the governing level of the state, and schools and madrasas have contributed to political and social life in a positive and fair manner, while the sects have been active in order to make this plan livable.

Turkey; Islamic movements; history; 1916-2006.

Formally, education has become one of the most important tools of political legitimacy throughout history. As a matter of fact, from antiquity the day-to-day schools have undertaken a mission to build "desirable subjects" that the authorities desire. It is true that schools are ideological devices, especially in modern states, but this proposition is missing in a way. Just as if each hegemonic plane is moving on the ground of counter-hegemonic, schools also occupy a "relatively autonomous" position from the hegemonic powers as part of this whole. Ultimately, rather than being a simple hegemonic device, education can be transformed into a space that produces the subjects of a counter-hegemonic attempt at any moment because it is a field of reproduction based on contradiction. In this book, the socio-political resources of the practices of Turkey's village institutes and Imam-Hatip schools are questioned and the roles of these practices in hegemonic and hegemonic processes are discussed.

Elementary school teachers; (Sakızköy, Mardin); Turkey; biography.