Istanbul, filled with history, culture, and traditions, is a popular tourist destination that attracts many visitors each year. Its unique geographical location, straddling both Europe and Asia, offers plenty for tourists to explore. The city’s rich history, from the Ottoman Empire to the present day, has left a significant mark on its identity. For politics or International Relations (IR) students, Istanbul is particularly appealing due to its complex political landscape, struggles with secularism, and its involvement in EU and domestic political events, which provide multiple perspectives for study.
However, studying a country through secondary sources, such as academic journals and articles, can never compare to experiencing the country, its people, and its culture firsthand. I grew up in Finland, which resulted in a stereotypical understanding of Istanbul, Turkey, and the Middle East. My perception was limited; Antalya was merely a beach destination, and Istanbul was known only for its underground tunnels. Discussions about the Middle East revolved around conflict, as Finnish education did not adequately address the region.
Upon moving to the U.S., I briefly learned about the Ottoman Empire and the Middle East’s oil politics, but none of this knowledge provided a deep understanding of any specific country in the area, and contemporary politics largely went unexamined. Now that I have had the opportunity to study the region and Turkey in the classroom, I believe it is crucial to visit the country itself. From my previous experiences with field trips, I understand the profound impact of studying a country on the ground.
In-person experiences offer invaluable tools that the classroom cannot provide. You can observe the architecture, society, and daily lives of people, visit historical monuments firsthand, and, most importantly, interact with locals—those whose history and culture you aim to understand. Even the best classroom setup, teachers, and study techniques cannot replace these experiences.
As I noted earlier, my knowledge of Turkey and the Middle East was minimal before starting this module. In class, we spend a considerable amount of time emphasizing the diversity of the region and its cultures. I do not expect to leave the field trip to Turkey as an expert on the Middle East, Turkey, or even Istanbul. However, I believe that to even begin to understand Middle Eastern culture, traditions, or studies, visiting the region is an essential first step. Therefore, I am confident that this field trip will greatly enhance my studies—not just for this module, but for others and for potential future research.
Carlene Olivia Coker-Appiah