Authoritarianism and Higher Education in Turkey
Introduction and Contribution
Since coming to power in 2002, Recep Tayyip Erdoğan and his Justice and Development Party (AKP) have significantly undermined Turkish democracy. This has most visibly involved police repression, systematic prosecutions of the AKP’s critics, and partisan control and censorship of the media. Although opposition persisted in parliament, municipalities, campuses, and professional associations, the playing field is rigged against the AKP’s opponents.
Yet these visible forms of repression are only part of a broader process of Turkey’s autocratization. In “The Capture of Turkey’s Universities Under the AKP,” Ayça Alemdaroğlu shows how the regime has, through a host of less spectacular but durable mechanisms, used its control over higher education to turn universities into channels for distributing opportunity, disciplining dissent, and cultivating loyal staff and students. These mechanisms — including baseless investigations and dismissals of academics, online citizen reporting against faculty, and patronage around university jobs — have weakened academic life and transformed Turkish higher education into a key instrument of the AKP’s governing project.
Importantly, Turkey’s democratic erosion has accelerated in tandem with the massive, rapid growth in colleges and student enrollment. For Alemdaroğlu, this should temper any assumption that higher education is automatically a space of democratic resistance. Universities can produce critique, organization, and dissent, but the higher education system can also facilitate authoritarian consolidation through appointments, disciplinary procedures, funding, surveillance, and patronage. Comparable processes to subordinate universities have unfolded in India, China, and Russia. Instructors may publish or teach critical material while students may organize against the state, but autocrats can hedge against these risks by capturing the university system writ large. In the United States, where universities have become central to “culture wars,” Alemdaroğlu’s article serves as a cautionary tale about how quickly institutional autonomy can erode, especially in the absence of protections against executive encroachment.
The Growth of Turkish Higher Education
The AKP did not eviscerate higher education in one fell swoop but did so incrementally, building on the efforts of its predecessors. For example, after the 1980 coup d'état, Turkey’s military government centralized key aspects of university appointments, which the Erdoğan regime has expanded. In addition, the country’s 1980s neoliberal turn refashioned universities as instruments of profit and efficiency rather than spaces of academic freedom. Since the AKP attained power, higher education has grown at an unprecedented scale: there were 76 universities with 1.7 million enrolled students in 2002, compared to 206 universities and 8 million students in 2020. This has afforded the regime vast new terrain on which to exercise control.
Unsurprisingly, such rapid growth has increased quantity at the expense of quality. From a political standpoint, however, this is not especially costly for the AKP. For example, meager investments in research capacity have served to weaken the independence of academics and their ability to criticize the regime. Meanwhile, university hiring processes reflect the preferences of AKP loyalists, thus expanding the scope of co-optation. These are not unintended consequences but core features of a system geared toward patronage.
University expansion has helped the AKP widen its reach across social groups and economic sectors. Lucrative construction projects, public-sector jobs, faculty appointments and access to scarce resources have become channels through which the party awards supporters and cultivates loyalty. In other words, higher education has served as a means of patronage, ideological inculcation and political control. The government framed expansion as a democratizing challenge to secular urban privilege and as part of a project to cultivate a more conservative, religiously grounded youth.
Waves of Capture
Alemdaroğlu periodizes the AKP’s higher education agenda into three waves that illustrate the shift from episodic intervention to routinized control. The first wave, which began soon after the AKP came to power, was not immediately visible to international observers as part of a broader authoritarian turn. Though it was clear to those targeted. For example, a 2005 penal code criminalized the “denigration of Turkishness,” which state prosecutors used to target faculty in literature and journalism, particularly those who had published on the Armenian genocide and the systematic mistreatment of Kurds.
By contrast, the second wave, beginning after the failed 2016 Turkish coup d'état attempt, was much more dramatic. The AKP government presented the coup attempt, which it attributed to the Gülen movement, as a national emergency requiring sweeping state action. Faculty and employees were dismissed and suspended en masse, while Gülen-affiliated universities were shuttered and had their assets frozen. In addition, investigations were conducted against those who signed a 2016 “Academics for Peace” document, which called for an end to state violence against Kurds. Turkey’s Constitutional Court found the investigations illegal in 2019, but by which time many academics had already lost their positions, passports, income, and professional standing.
The final, ongoing wave has “shifted toward a permanent institutional model, moving control and coercion into the everyday governance of the university.” Faculty are routinely disciplined for “verbally disrespectful speech” or conduct incompatible with “public morality and decency,” while AKP loyalists are appointed to senior academic posts by direct presidential decree. In addition, online citizen reporting through the state’s communication system has created another channel for targeting faculty. Although the rise from 130,000 applications in 2006 to 6 million in 2020 reflects the system as a whole, it shows how citizen complaints became part of everyday state monitoring, including at universities.
Ultimately, the Turkey case shows how democracy erodes through both dramatic ruptures and quiet, cumulative transformations. Alemdaroğlu emphasizes that the degraded condition of Turkish higher education does not merely reflect AKP’s autocratization but has actively enabled it.
*Brief prepared by Adam Fefer.
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