{"id":7155,"date":"2025-04-22T13:10:43","date_gmt":"2025-04-22T10:10:43","guid":{"rendered":"https:\/\/www.mordayanisma.org\/?p=7155"},"modified":"2025-04-22T13:10:46","modified_gmt":"2025-04-22T10:10:46","slug":"akademik-direnis-boykotun-anlami-ve-ogrenci-protestolarinin-gucu","status":"publish","type":"post","link":"https:\/\/www.mordayanisma.org\/en\/2025\/04\/22\/akademik-direnis-boykotun-anlami-ve-ogrenci-protestolarinin-gucu\/","title":{"rendered":"Akademik Direni\u015f: Boykotun Anlam\u0131 ve \u00d6\u011frenci Protestolar\u0131n\u0131n G\u00fcc\u00fc"},"content":{"rendered":"\n

\ud83d\udcf7bianet<\/p>\n

19 Mart\u2019ta, \u0130stanbul B\u00fcy\u00fck\u015fehir Belediye Ba\u015fkan\u0131 Ekrem \u0130mamo\u011flu\u2019nun tutuklanmas\u0131 sonras\u0131 \u00fclke genelinde, hatta Avrupa\u2019n\u0131n kimi kentlerinde de bir\u00e7ok eylemler yap\u0131ld\u0131. Hem \u00f6\u011frencilerin hem de halk\u0131n aktif olarak kat\u0131ld\u0131\u011f\u0131 bu eylemler, devletin s\u00f6n\u00fcmleme ve bast\u0131rma \u00e7abalar\u0131yla birlikte akademik ve ekonomik boykotlara, forumlara ve dayan\u0131\u015fma toplant\u0131lar\u0131na d\u00f6n\u00fc\u015ft\u00fc. Ekonomik boykotun sebep ve sonu\u00e7lar\u0131 a\u00e7\u0131k bir \u015fekilde anla\u015f\u0131labilir ve kabul edilebilirken, \u00fcniversite \u00f6\u011frencilerinin akademik boykot ve protestolar\u0131 ayn\u0131 kar\u015f\u0131l\u0131\u011f\u0131 ve anlay\u0131\u015f\u0131 bulam\u0131yor. \u00d6\u011frencilerine destek veren akademisyen ve e\u011fitimciler ele\u015ftirilerle hatta cezalarla kar\u015f\u0131la\u015f\u0131yor. Bir akademisyen olarak bu yaz\u0131da akademik boykot ve \u00f6\u011frenci protestolar\u0131n\u0131n ne oldu\u011funu ve etkilerinin neler olabilece\u011fini incelemek istedim.<\/p>\n\n\n\n

Akademi, akademik ortam ve akademisyenlik dedi\u011fimizde ne anl\u0131yoruz?<\/strong><\/p>\n\n\n\n

Akademik boykot ve \u00f6\u011frenci protestolar\u0131n\u0131n boyutlar\u0131n\u0131 anlayabilmek i\u00e7in akademinin, \u00fcniversitenin ve \u00fcniversite \u00f6\u011frencisi olma kavramlar\u0131n\u0131n anla\u015f\u0131lmas\u0131 \u00f6nemli. G\u00fcn\u00fcm\u00fczde bu kavramlar, d\u00fcnyan\u0131n pek \u00e7ok yerinde i\u00e7i bo\u015falt\u0131lm\u0131\u015f bir \u015fekilde kullan\u0131l\u0131yor. Biz akademi dedi\u011fimizde bilgi \u00fcretiminin iktidar ili\u015fkilerinden ba\u011f\u0131ms\u0131z \u00fcretilebildi\u011fi, ele\u015ftirel d\u00fc\u015f\u00fcncenin ve \u00f6zg\u00fcr tart\u0131\u015fmalar\u0131n yap\u0131labildi\u011fi bir alandan bahsetmeliyiz. Ayn\u0131 zamanda akademisyen olman\u0131n da toplumsal sorumluluklar\u0131 vard\u0131r. Akademisyenlerin ders anlatmak ve ara\u015ft\u0131rma yapmak kadar bilgiyi yayma ve iktidar\u0131 sorgulama y\u00fck\u00fcml\u00fcl\u00fckleri de vard\u0131r. Akademisyenlik yaln\u0131zca bilimsel de\u011fil, ayn\u0131 zamanda etik ve politik bir duru\u015f da gerektirir. Fakat t\u00fcm d\u00fcnyada artan bask\u0131c\u0131 rejimler sebebiyle \u00fcniversiteler yaln\u0131zca var olan bilgilerin aktar\u0131ld\u0131\u011f\u0131, bilgiyi sorgulayan, yeniden \u00fcreten ve d\u00f6n\u00fc\u015ft\u00fcren ki\u015filerin susturuldu\u011fu bir yere d\u00f6n\u00fc\u015fm\u00fc\u015f durumdad\u0131r.<\/p>\n\n\n\n

\u00dcniversiteler sadece meslek edinmek i\u00e7in gidilen okullar y\u00fcksek\u00f6\u011frenim kurumlar\u0131 de\u011fil, ayn\u0131 zamanda farkl\u0131 ge\u00e7mi\u015flerden gelen insanlar\u0131n bir araya gelip fikir al\u0131\u015fveri\u015finde bulunduklar\u0131, politik olarak bilin\u00e7lendikleri ve kolektif ya\u015fama dair deneyimler kazand\u0131klar\u0131 yerlerdir. Akademinin ve \u00fcniversitelerin \u00f6nemi bu anlamda hem bireysel hem de toplumsal d\u00f6n\u00fc\u015f\u00fcm\u00fcn zemini olabilir.  <\/p>\n\n\n\n

\u00dcniversite \u00f6\u011frencisi olmak demek ise 12 y\u0131ll\u0131k zorunlu e\u011fitimin devam\u0131 gibi sadece ders ve s\u0131navlara girmek, diploma almak olmamal\u0131d\u0131r. Gen\u00e7ler dayan\u0131\u015fmay\u0131, kendini ve toplumu sorgulamay\u0131 pratik etmelidir. Tarihteki \u00f6rneklere bak\u0131ld\u0131\u011f\u0131nda da \u00f6\u011frenciler haks\u0131zl\u0131klar kar\u015f\u0131s\u0131nda hep seslerini y\u00fckseltmi\u015f, hakikat aray\u0131\u015f\u0131n\u0131n, adaletin ve \u00f6zg\u00fcrl\u00fc\u011f\u00fcn sesi olmu\u015flard\u0131r.<\/p>\n\n\n\n

Oslo \u00dcniversitesinde yap\u0131lan bir ara\u015ft\u0131rma \u00fcniversiteler ve protestolar aras\u0131ndaki ili\u015fkiyi co\u011frafi kodlanm\u0131\u015f verileri kullanarak incelemi\u015ftir.1 <\/sup>Bu veriler do\u011frultusunda protestolar\u0131n \u00fcniversite olan b\u00f6lgelerde yo\u011funla\u015ft\u0131\u011f\u0131 g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. \u00dcniversiteler, \u00f6\u011frenciler aras\u0131 organizasyon ve sosyal a\u011flar\u0131 g\u00fc\u00e7lendirir. Kamp\u00fcs hayat\u0131n\u0131 tecr\u00fcbe eden \u00f6\u011frenciler aras\u0131nda \u00f6rg\u00fctlenme ve kolektif ya\u015fam bilinci artar. Bu sayede \u00f6\u011frenciler politik fark\u0131ndal\u0131k kazanabilir ve eylem sorunlar\u0131 ile bilin\u00e7li bir \u015fekilde ba\u015f edebilirler. \u00dcniversiteler ve protestolar aras\u0131ndaki bu ili\u015fki, bask\u0131c\u0131 rejimlerle y\u00f6netilen \u00fclkelerde \u00e7ok daha a\u00e7\u0131k bir \u015fekilde g\u00f6r\u00fclebilmektedir.<\/p>\n\n\n\n

Harvard \u00dcniversitesinde yap\u0131lan di\u011fer bir ara\u015ft\u0131rma ise \u00f6\u011frenci konsey, birlik ve sendikalar\u0131n\u0131n protestolardaki rol\u00fc ve etkisini incelemi\u015ftir.2<\/sup> \u00dcniversite \u00f6\u011frenci konseyleri d\u00fcnyada bir\u00e7ok \u00fcniversitede kabul g\u00f6ren yap\u0131lar olsa da daha \u00e7ok \u00fcniversite y\u00f6netimi ve \u00f6\u011frenciler aras\u0131nda bir denge olu\u015fturmaya \u00e7al\u0131\u015fan ve otoriteyle ili\u015fki kuran yap\u0131lard\u0131r. \u00d6\u011frenci birlikleri ve sendikalar\u0131 ise \u00e7ok daha az \u00fclkede g\u00f6r\u00fcl\u00fcr. \u00d6\u011frenci hareketlerinin \u00f6rg\u00fctlenmesinde ve politik bilincin yayg\u0131nla\u015fmas\u0131nda \u00f6nemli bir yere sahiptir. \u0130skandinav \u00fclkelerinde oldu\u011fu gibi \u00f6\u011frenci birlik ve sendikalar\u0131 desteklenebilir. Bask\u0131c\u0131 rejimle y\u00f6netilen \u00fclkeler ise bu tarz yap\u0131lar\u0131 yasaklar veya iktidar taraf\u0131ndan kontrol edilebilecekleri \u015fekilde varl\u0131klar\u0131na izin verir. <\/p>\n\n\n\n

\u00d6\u011frenci protestolar\u0131n\u0131n hedefleri ve ama\u00e7lar\u0131 toplumda huzursuzlu\u011fa ve haks\u0131zl\u0131\u011fa sebep olan konulardan \u00fcniversite politikalar\u0131 gibi \u00e7e\u015fitli konulara olabilir. Hem d\u00fcnya hem de T\u00fcrkiye tarihinde bu tarz protestolar\u0131n say\u0131s\u0131 ve \u00f6nemi fazlad\u0131r. Yak\u0131n zamanda S\u0131rbistan ve Bulgaristan \u00f6rneklerini inceleyebiliriz. Kas\u0131m 2024\u2019te Novi Sad\u2019da bir tren istasyonun \u00e7at\u0131s\u0131n\u0131n \u00e7\u00f6kmesi ve 15 ki\u015finin hayat\u0131n\u0131 kaybetmesi sebebiyle ba\u015flayan protestolar, \u00fclke genelindeki kitlesel protestolar\u0131n yan\u0131nda \u00fcniversitelerde fak\u00fclte i\u015fgalleri ve derslerin boykot edilmesi ile desteklenmi\u015ftir. \u00d6\u011frenciler, bu protestolar ile hem kazadan sorumlu ki\u015filerin hesap vermesi ve yolsuzlukla etkin m\u00fccadele edilmesi gibi toplumsal konulardaki taleplerini belirtmi\u015f hem de \u00f6\u011frencilere y\u00f6nelik sald\u0131r\u0131lar\u0131n soru\u015fturulmas\u0131 ve e\u011fitim b\u00fct\u00e7esinin artt\u0131r\u0131lmas\u0131 gibi \u00fcniversite hayatlar\u0131yla ilgili taleplerini belirtmi\u015flerdir.3,4<\/sup> Bulgaristan\u2019da, anayasa mahkemesinin medya patronu Delyan Peevski’nin milletvekilli\u011fine geri d\u00f6nmesine izin veren karar\u0131 \u00fczerine ba\u015flayan \u00f6\u011frenci protestolar\u0131 yozla\u015fm\u0131\u015f siyasi d\u00fczene kar\u015f\u0131 kitlesel bir tepki olmu\u015ftur.5<\/sup><\/p>\n\n\n\n

T\u00fcrkiye tarihinde de \u00f6\u011frenci protestolar\u0131 b\u00fcy\u00fck bir \u00f6neme sahip. 1940\u2019lardan itibaren iktidar kar\u015f\u0131t\u0131 protestolardan bahsedebiliyor olsak da T\u00fcrkiye\u2019de \u00f6\u011frenci hareketlerinin en sembolik d\u00f6nemlerinden biri 1968\u2019dir. T\u00fcm d\u00fcnyada artan sava\u015f kar\u015f\u0131t\u0131 eylemlerle birlikte T\u00fcrkiye\u2019de de ABD’nin Vietnam\u2019a m\u00fcdahalesine kar\u015f\u0131 tepkilerle ba\u015flayan \u00f6\u011frenci protestolar\u0131, \u00fcniversite \u00f6zerkli\u011fi, paras\u0131z e\u011fitim ve antiemperyalist m\u00fccadele talepleriyle b\u00fcy\u00fcm\u00fc\u015ft\u00fcr. \u00dcniversite i\u015fgalleri ve akademik boykotlar Ankara \u00dcniversitesi, \u0130stanbul \u00dcniversitesi ve Orta Do\u011fu Teknik \u00dcniversitesi\u2019nde (ODT\u00dc) yayg\u0131nla\u015fm\u0131\u015ft\u0131r. \u00dcniversitelerin ge\u00e7mi\u015findeki bu m\u00fccadele ruhunun kaybolmad\u0131\u011f\u0131n\u0131 g\u00fcn\u00fcm\u00fcz eylemlerindeki aktif rollerinden g\u00f6rebiliyoruz. 1980 darbesiyle birlikte bast\u0131r\u0131lan hareketler 1996\u2019da ba\u015flayan har\u00e7 protestolar\u0131 ve \u00f6zg\u00fcrl\u00fck talepleriyle yeniden alevlendi. 1980 darbesi sonras\u0131nda kurulan Y\u00fcksek\u00f6\u011fretim Kurumuna (Y\u00d6K) kar\u015f\u0131 ba\u015flayan eylemler, \u00f6\u011frencilerin \u201cParas\u0131z E\u011fitim, Demokratik \u00dcniversite\u201d talepleriyle bir\u00e7ok \u015fehre yay\u0131ld\u0131. Hem d\u00fcnyada hem de T\u00fcrkiye\u2019de yayg\u0131nla\u015fan ve g\u00fc\u00e7lenen feminist m\u00fccadeleler sonucunda kad\u0131n \u00f6\u011frenciler \u00fcniversite i\u00e7inde cinsiyet\u00e7ili\u011fe kar\u015f\u0131 \u00f6rg\u00fctlendiler. T\u00fcrkiye\u2019de asla sonu gelmeyen politik \u00e7alkalanmalar sebebiyle \u00f6\u011frenci hareketleri zaman zaman bast\u0131r\u0131lm\u0131\u015f olsa da her zaman farkl\u0131 \u015fekillerde de olsa var olmaya devam etti. \u00d6\u011frenci yurtlar\u0131n\u0131n k\u00f6t\u00fc ko\u015fullar\u0131ndan \u00fcniversitelerdeki ifade \u00f6zg\u00fcrl\u00fc\u011f\u00fc ihlallerine, n\u00fckleer santral kar\u015f\u0131t\u0131 eylemlerden LGBT\u0130+ y\u00fcr\u00fcy\u00fc\u015flerine kadar bir\u00e7ok politik ba\u015fl\u0131kta \u00f6n saflarda yer ald\u0131lar.6<\/sup><\/p>\n\n\n\n

Yak\u0131n d\u00f6nem \u00f6\u011frenci protestolar\u0131na 2021 y\u0131l\u0131nda, Bo\u011fazi\u00e7i \u00dcniversitesine rekt\u00f6r olarak atanan Melih Bulu’nun, \u00fcniversite bile\u015fenlerinin g\u00f6r\u00fc\u015f\u00fc al\u0131nmadan ve demokratik s\u00fcre\u00e7ler i\u015fletilmeden atanmas\u0131 sebebiyle ba\u015flayan Bo\u011fazi\u00e7i direni\u015fini \u00f6rnek verebiliriz. \u00d6\u011frenciler bar\u0131\u015f\u00e7\u0131l eylemler d\u00fczenlemi\u015f olsalar da atanm\u0131\u015f rekt\u00f6r\u00fcn polislerin kamp\u00fcse girmesine izin vermesi ve polislerin \u00f6\u011frencilere uygulad\u0131\u011f\u0131 sert m\u00fcdahale protestolar\u0131n b\u00fcy\u00fcmesine sebep olmu\u015ftur. \u00dclke genelinde hem \u00fcniversite \u00f6\u011frencilerinde hem de akademisyenler de insan haklar\u0131 ihlalleri ve ifade \u00f6zg\u00fcrl\u00fc\u011f\u00fc konusunda endi\u015felere yol a\u00e7m\u0131\u015ft\u0131r.\u200b7<\/sup><\/p>\n\n\n\n

Akademik boykotun boyutlar\u0131n\u0131 anlamak ve \u00f6\u011frenci protestolar\u0131 ile nerelerde ayr\u0131l\u0131r g\u00f6rebilmek i\u00e7in boykotun tan\u0131m\u0131ndan ba\u015flaman\u0131n daha iyi oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyorum. Boykot<\/em> kelime anlam\u0131 olarak T\u00fcrk Dil Kurumu taraf\u0131ndan \u015fu \u015fekilde tan\u0131mlan\u0131yor:<\/p>\n\n\n\n

Boykot<\/strong>8<\/sup>:<\/p>\n\n\n\n

1.     Bir i\u015fi, bir davran\u0131\u015f\u0131 yapmama karar\u0131 alma.<\/p>\n\n\n\n

2.     Bir kimse, bir topluluk veya bir \u00fclkeyle amaca ula\u015fmak i\u00e7in her t\u00fcrl\u00fc ili\u015fkiyi kesme.<\/p>\n\n\n\n

S\u00f6zl\u00fckteki tan\u0131m\u0131ndan da anlad\u0131\u011f\u0131m\u0131z \u00fczere boykot bir de\u011fi\u015fim yaratabilmek ad\u0131na kullan\u0131lan ara\u00e7lardan biridir. Toplumsal adaletsizli\u011fe ortak olmamak ad\u0131na veya ki\u015finin bir toplulu\u011fa aitli\u011fini g\u00f6stermek i\u00e7in kullan\u0131labilir. Boykot karar\u0131n\u0131 vermek i\u00e7in dikkat edilmesi gereken iki husus var.<\/p>\n\n\n\n

1.     Boykotun amac\u0131 ve ula\u015f\u0131lmak istenen \u015fey ger\u00e7ekten u\u011fra\u015fmaya de\u011fer mi?<\/p>\n\n\n\n

2.     Bu amaca ula\u015fmak ad\u0131na kullan\u0131lacak y\u00f6ntem boykot mudur? Etkili olacak m\u0131d\u0131r? Hedefe ula\u015fmay\u0131 k\u00f6t\u00fc etkileme ihtimali var m\u0131d\u0131r?<\/p>\n\n\n\n

Son zamanlardaki boykot \u00e7a\u011fr\u0131lar\u0131na bakt\u0131\u011f\u0131m\u0131zda boykotun hem akademik hem de ekonomik y\u00f6ntemleri oldu\u011funu g\u00f6r\u00fcyoruz. Akademik boykotu, akademisyenlerin uygulad\u0131\u011f\u0131 ve akademisyenlerin hedef oldu\u011fu iki a\u00e7\u0131dan de\u011ferlendirebiliriz.9<\/sup>   <\/p>\n\n\n\n

Akademisyenler, tepkilerini \u00f6\u011frencilerine destek olmak i\u00e7in ders i\u015flemeyerek veya s\u0131nav yapmayarak g\u00f6sterebilirler. Ayn\u0131 zamanda, di\u011fer akademisyen ve akademik kurumlar\u0131 da boykot edebilirler. \u0130ki durumda da boykotun etik ilkelere uygunlu\u011fu tart\u0131\u015f\u0131l\u0131r. Boykot yapt\u0131\u011f\u0131 i\u00e7in ders i\u015flemeyen akademisyenler boykota kat\u0131lmayan \u00f6\u011frencilerin e\u011fitim hakk\u0131n\u0131 gasp etmekten ve akademik kurumlar\u0131n e\u011fitsel misyonunu zay\u0131flatmaktan dolay\u0131 ele\u015ftirilebilir. Di\u011fer a\u00e7\u0131dan bakt\u0131\u011f\u0131m\u0131zda ise boykot i\u00e7in belli ba\u015fl\u0131 ki\u015fi ve kurumlarla \u00e7al\u0131\u015fmayan akademisyenler \u00fcniversitelerin ara\u015ft\u0131rma misyonunu tehlikeye atmas\u0131 sebebiyle ele\u015ftirilebilir. Akademinin bilgi \u00fcretkenli\u011fi i\u015f birli\u011fine dayand\u0131\u011f\u0131 i\u00e7in boykot ile hedef g\u00f6sterilen ve d\u0131\u015flanan ki\u015fi ve kurumlar akademik i\u015fleyi\u015fin zarar g\u00f6rmesine sebep olur. <\/p>\n\n\n\n

Akademik boykotlar\u0131n ama\u00e7lar\u0131 sorunlu olabilir, iyi bir amaca ula\u015fmak i\u00e7in etkisiz bir yol olabilir ya da de\u011ferli bir amac\u0131 ger\u00e7ekle\u015ftirmek ad\u0131na yanl\u0131\u015f y\u00f6ntemlere ba\u015fvurabilir. Fakat, akademisyenlerin yaln\u0131zca “ilkesel” gerek\u00e7elerle boykot gibi bir y\u00f6nteme ba\u015fvurmaktan b\u00fct\u00fcn\u00fcyle ka\u00e7\u0131nmalar\u0131 gerekti\u011fini ileri s\u00fcrmek do\u011fru de\u011fildir. Aksine, etik olarak anlaml\u0131 ve toplumsal sorumlulu\u011fu y\u00fcksek bir hedef i\u00e7in akademik boykot da me\u015fru bir m\u00fccadele arac\u0131 olabilir. Hem d\u00fcnyada hem de T\u00fcrkiye\u2019de akademik boykot \u00f6rneklerine bakt\u0131\u011f\u0131m\u0131zda bu tarz ayr\u0131\u015fmalar\u0131n etkisini akademisyenler ve de kurumlar aras\u0131nda a\u00e7\u0131k bir \u015fekilde g\u00f6rebiliyoruz.<\/p>\n\n\n\n

Son zamanlarda \u0130srail\u2019in Gazze\u2019deki soyk\u0131r\u0131m\u0131na tepki g\u00f6steren protestolar hem ABD\u2019de hem de Avrupa\u2019daki \u00fcniversitelerde \u00e7o\u011faltt\u0131. ABD\u2019de, Trump, ikinci ba\u015fkanl\u0131k d\u00f6neminde bir\u00e7ok k\u00f6kl\u00fc \u00fcniversiteye bask\u0131 uyguluyor. \u00dcniversitelerde yap\u0131lan \u0130srail kar\u015f\u0131t\u0131 protestolar sebebiyle \u00f6\u011frencileri, akademisyenleri ve \u00e7al\u0131\u015fanlar\u0131 b\u00fct\u00e7e kesintileri ve akademik\/kamp\u00fcs \u00f6zg\u00fcrl\u00fcklerini k\u0131s\u0131tlayarak kontrol etmeye \u00e7al\u0131\u015f\u0131yor. Columbia \u00dcniversitesi y\u00f6netimi, Trump ile i\u015fbirli\u011fi yaparak ABD G\u00f6\u00e7menlik ve G\u00fcmr\u00fck Muhafaza (ICE) ajanlar\u0131n\u0131n kamp\u00fcse girmesine izin vermi\u015ftir. Bu sebeple protestolarda yer alan aktivist \u00f6\u011frenci ve mezunlardan s\u0131n\u0131r d\u0131\u015f\u0131 edilenler olmu\u015ftur. \u00dcniversitenin bu tutumunu destekleyen akademisyenler oldu\u011fu gibi 1.800’den fazla akademisyen, Columbia \u00dcniversitesini boykot etme karar\u0131 alm\u0131\u015ft\u0131r. Akademisyenler, \u00fcniversitenin Trump y\u00f6netimiyle i\u015f birli\u011fi yaparak ifade \u00f6zg\u00fcrl\u00fc\u011f\u00fcn\u00fc ve akademik \u00f6zg\u00fcrl\u00fc\u011f\u00fc ihlal etti\u011fini savunmaktad\u0131r.10<\/sup><\/p>\n\n\n\n

\u0130srail\u2019in Gazze soyk\u0131r\u0131m\u0131, Avrupa\u2019daki bir\u00e7ok \u00fcniversitenin \u0130srail ile olan akademik i\u015f birliklerini sonland\u0131rmas\u0131na veya g\u00f6zden ge\u00e7irmesine sebep olmu\u015ftur. \u0130spanya’daki Granada \u00dcniversitesi, \u0130srailli kurumlarla \u00f6\u011frenci ve ara\u015ft\u0131rmac\u0131 de\u011fi\u015fimlerini ask\u0131ya alm\u0131\u015f ve be\u015f Horizon Europe ve Horizon 2020 projesindeki i\u015f birliklerini durdurmu\u015ftur. Barselona \u00dcniversitesi ise Tel Aviv \u00dcniversitesi ile olan i\u015f birli\u011fi anla\u015fmas\u0131n\u0131 feshetmi\u015f ve Gazze’de bar\u0131\u015f ve insan haklar\u0131na sayg\u0131 sa\u011flanana kadar \u0130srailli kurumlarla yeni anla\u015fmalar yapmayaca\u011f\u0131n\u0131 a\u00e7\u0131klam\u0131\u015ft\u0131r.11<\/sup>\u200b   <\/p>\n\n\n\n

T\u00fcrkiye\u2019de ise akademik boykot, \u00e7o\u011fu zaman \u00f6\u011frenci protestolar\u0131yla i\u00e7 i\u00e7e ge\u00e7mi\u015f ve do\u011frudan dersleri, s\u0131navlar\u0131 ya da akademik kat\u0131l\u0131m\u0131 hedef alm\u0131\u015ft\u0131r. En yak\u0131n \u00f6rnek olarak 2021 Bo\u011fazi\u00e7i direni\u015fi verilebilir. Bo\u011fazi\u00e7i Direni\u015fi s\u00fcrecinde, \u00f6\u011frenciler sadece protesto g\u00f6sterileri d\u00fczenlemekle kalmam\u0131\u015f; s\u0131navlara girmeme, dersleri boykot etme ve baz\u0131 akademisyenler de dersleri forumlara \u00e7evirme gibi pratiklerle akademik boykotun daha yarat\u0131c\u0131 bi\u00e7imlerini hayata ge\u00e7irmi\u015ftir. Bo\u011fazi\u00e7i direni\u015fi hala akademisyenlerin atanm\u0131\u015f rekt\u00f6re kar\u015f\u0131 d\u00fczenledikleri “n\u00f6bet eylemleri” ile devam ediyor.<\/p>\n\n\n\n

Son protestolar ve akademik boykotun amac\u0131 ise gayet a\u00e7\u0131k. \u00d6\u011frenciler g\u00f6zalt\u0131na al\u0131nan protestocular\u0131n serbest b\u0131rak\u0131lmas\u0131n\u0131, hukukun \u00fcst\u00fcnl\u00fc\u011f\u00fcn\u00fc sa\u011flamak ad\u0131na, yarg\u0131n\u0131n siyasi etkilerden ar\u0131nd\u0131r\u0131lm\u0131\u015f \u015fekilde i\u015flemesinin garanti alt\u0131na al\u0131nmas\u0131n\u0131, demokratik haklar\u0131n\u0131n korunmas\u0131n\u0131 ve antidemokratik uygulamalardan ve yolsuzluktan sorumlu tutulan yetkililerin istifas\u0131n\u0131 talep ediyorlar. Olaylar\u0131n ba\u015flang\u0131c\u0131n\u0131n Ekrem \u0130mamo\u011flu\u2019nun diplomas\u0131n\u0131n iptal edilmesiyle ba\u015flad\u0131\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcrsek akademik boykotun hedefe ula\u015fmak i\u00e7in do\u011fru bir y\u00f6ntem oldu\u011funu g\u00f6rebiliriz. Okuyup \u00e7al\u0131\u015f\u0131p kazand\u0131klar\u0131 diploman\u0131n bile ellerinden al\u0131nabilece\u011fini g\u00f6ren \u00f6\u011frenciler, artan gelecek kayg\u0131lar\u0131 ile birlikte haklar\u0131na ve geleceklerine sahip \u00e7\u0131k\u0131yorlar.<\/p>\n\n\n\n

Bug\u00fcn \u00f6\u011frenciler, sadece kendi gelecekleri i\u00e7in de\u011fil, daha adil ve \u00f6zg\u00fcr bir toplum i\u00e7in de ses \u00e7\u0131kar\u0131yorlar. Akademik boykot da bu m\u00fccadelenin bir par\u00e7as\u0131; sadece tepkisel de\u011fil, ayn\u0131 zamanda politik bir ara\u00e7. Her boykot bi\u00e7imi etik olarak tart\u0131\u015f\u0131labilir, tart\u0131\u015f\u0131lmal\u0131d\u0131r da. Ama bask\u0131n\u0131n ve adaletsizli\u011fin bu kadar g\u00f6r\u00fcn\u00fcr oldu\u011fu bir ortamda sessizlik tarafs\u0131zl\u0131k de\u011fil, iktidardan yana olmakt\u0131r. \u00dcniversiteler \u00f6zg\u00fcr d\u00fc\u015f\u00fcncenin, \u015feffaf ele\u015ftirinin ve farkl\u0131l\u0131klar\u0131n bir aradal\u0131\u011f\u0131na imk\u00e2n veren yerlerse, o \u00fcniversitelerin i\u00e7inde sesini y\u00fckselten \u00f6\u011frencilerin ve onlara omuz veren akademisyenlerin taleplerini g\u00f6rmezden gelmek, \u00fcniversitenin kendisini ink\u00e2r etmek olur.<\/p>\n\n\n\n

[1] Dahlum, S., & Wig, T. (2021). Chaos on campus: Universities and mass political protest. Comparative Political Studies, 54<\/em>(1), 3\u201332. https:\/\/doi.org\/10.1177\/0010414020926196<\/p>\n\n\n\n

[2] Klemen\u010di\u010d, M. (2014). Student power in a global perspective and contemporary trends in student organising. Studies in Higher Education, 39<\/em>(3), 396\u2013411. https:\/\/doi.org\/10.1080\/03075079.2014.896177<\/a><\/p>\n\n\n\n

[3] <\/strong>Balunovi\u0107, F. (2025, Mart 20). Serbia\u2019s student movement offers hope in dark times. Jacobin<\/em>. https:\/\/jacobin.com\/2025\/03\/serbia-student-movement-authoritarianism-protest<\/a><\/p>\n\n\n\n

[4] Giebel, K. (2025, Mart 13). Will Serbia\u2019s protest movement lead to a democratic beginning? Heinrich B\u00f6ll Stiftung<\/em>. https:\/\/www.boell.de\/en\/2025\/03\/13\/will-serbias-protest-movement-lead-to-a-democratic-beginning<\/a><\/p>\n\n\n\n

[5] <\/strong>Junes, T. (2023). Students take Bulgaria\u2019s protests to the next level. Tr@nsit Online (IWM)<\/em>. https:\/\/www.iwm.at\/transit-online\/students-take-bulgarias-protests-to-the-next-level-can-they-break-the<\/a> \u00a0 \u00a0 \u00a0 \u00a0<\/p>\n\n\n\n

[6] Yal\u00e7\u0131n, M. (<\/strong>2009). Bu \u00f6\u011frencilere bu i\u015fi mi \u00f6\u011frettiler?: T\u00fcrkiye\u2019de \u00fcniversite gen\u00e7li\u011fi ve \u00f6\u011frenci hareketleri (1960-2000)<\/em>. \u0130leti\u015fim Yay\u0131nlar\u0131.<\/p>\n\n\n\n

[7] <\/strong>Friedrich Naumann Vakf\u0131. (2021). T\u00fcrkiye’de \u00d6\u011frenci Protestolar\u0131: Demokrasi ve \u0130nsan Haklar\u0131 \u0130\u00e7in Me\u015fru Bir M\u00fccadele. Friedrich Naumann Vakf\u0131<\/em>. https:\/\/www.freiheit.org\/turkey\/legitimate-fight-democracy-and-human-rights<\/a><\/p>\n\n\n\n

[8] https:\/\/sozluk.gov.tr<\/a><\/p>\n\n\n\n

[9] Messina, J. P. (2021, Nisan 22). Academic boycott: A qualified defense<\/em>. Blog of the American Philosophical Association. https:\/\/blog.apaonline.org\/2021\/04\/22\/academic-boycott-a-qualified-defense\/<\/a><\/p>\n\n\n\n

[10] In These Times. (2020, March 11). More Than 1,800 Academics Say They Will Boycott Columbia\u2014and the Number Is Growing<\/em>. https:\/\/inthesetimes.com\/article\/columbia-boycott-faculty-khalil-trump-ice<\/a><\/p>\n\n\n\n

[11] Matthews, D. (2024, May 23). Academic boycotts over Gaza war jeopardise Israel\u2019s place in Horizon Europe<\/em>. Science|Business. https:\/\/sciencebusiness.net\/news\/universities\/academic-boycotts-over-gaza-war-jeopardise-israels-place-horizon-europe&#8203;:contentReference[oaicite:8]{index=8<\/a>}<\/p>\n","protected":false},"excerpt":{"rendered":"

\ud83d\udcf7bianet 19 Mart\u2019ta, \u0130stanbul B\u00fcy\u00fck\u015fehir Belediye Ba\u015fkan\u0131 Ekrem \u0130mamo\u011flu\u2019nun tutuklanmas\u0131 sonras\u0131 \u00fclke genelinde, hatta Avrupa\u2019n\u0131n kimi kentlerinde de bir\u00e7ok eylemler yap\u0131ld\u0131. Hem \u00f6\u011frencilerin hem de halk\u0131n aktif olarak kat\u0131ld\u0131\u011f\u0131 bu eylemler, devletin s\u00f6n\u00fcmleme ve bast\u0131rma \u00e7abalar\u0131yla birlikte akademik ve ekonomik boykotlara, forumlara ve dayan\u0131\u015fma toplant\u0131lar\u0131na d\u00f6n\u00fc\u015ft\u00fc. Ekonomik boykotun sebep ve sonu\u00e7lar\u0131 a\u00e7\u0131k bir \u015fekilde anla\u015f\u0131labilir…<\/p>","protected":false},"author":5,"featured_media":7157,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","_eb_attr":"","inline_featured_image":false,"footnotes":""},"categories":[1256,1373],"tags":[1379,1395,1396],"ppma_author":[1394],"class_list":["post-7155","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-egitim","category-guncel","tag-19-mart-darbesi","tag-akademik-boykot","tag-ogrenci-protestolari","author-a-t"],"authors":[{"term_id":1394,"user_id":0,"is_guest":1,"slug":"a-t","display_name":"A. T.","avatar_url":"https:\/\/www.mordayanisma.org\/wp-content\/litespeed\/avatar\/23494c9101089ad44ae88ce9d2f56aac.jpg?ver=1788427700","author_category":"","first_name":"","last_name":"","user_url":"","job_title":"","description":""}],"_links":{"self":[{"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/posts\/7155","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/comments?post=7155"}],"version-history":[{"count":0,"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/posts\/7155\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/media\/7157"}],"wp:attachment":[{"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/media?parent=7155"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/categories?post=7155"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/tags?post=7155"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/www.mordayanisma.org\/en\/wp-json\/wp\/v2\/ppma_author?post=7155"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}