It was only four days after I left Istanbul last month that chaos and fear engulfed the country that half of my family, and a significant part of my heart, call home.

The first military coup in Turkey in decades brought death and terror to the streets of Istanbul and Turkey’s capital, Ankara. In the wake of the coup’s defeat, the government under president Recep Tayyip Erdogan began to take unprecedented steps to, in its view, pursue those responsible for the attempted overthrow.

It is almost impossible to work out from afar what exactly has taken place in the days that followed, or what impact it might have. What seems clear, however, is that among those measures taken by the government was the closure of dozens of media outlets, along with the suspension of thousands of teachers and university staff.

This was followed by the closure of all schools and universities with any link to the Gülen Movement - formed by former imam Fethullah Gülen, who lives in exile in the US. A former ally of Turkey’s president, he is being blamed for the coup, and denounced as a terrorist by Erdogan and his allies.

Gülen’s schools have long been controversial, and there will be many, even among those opposing the Erdogan government, who will welcome their closure.

The wider impact of the suspensions and sackings, along with the imposed travel restrictions on academics, will have on the education system in the country more widely, however, is a lot less clear-cut.

Children must experience political debate

Living in Scotland, I am too far removed to judge, or even ascertain, what exactly is going on in the country of my paternal ancestors that has influenced me in so many ways. But I cannot help but fear that the arrests and suspensions of thousands of teachers, and the clear statement this is sending to the people of Turkey, will impact the political discourse in the country - not just generally, but especially in education institutions. And with that, the future of the country’s democracy could be jeopardised.

Of course, no one would advocate a system that allows for the influencing or brainwashing of children one way or the other.

In fact, we all remember the concerns raised - and the outraged reaction by teachers - around whether or not political discussions between teachers and pupils should take place in the run-up to the Scottish independence referendum.

But exposing children to a variety of political views in a safe environment must surely be integral to helping them form their own political opinions and beliefs.

And hearing a range of opinions expressed freely must also encourage them to think of themselves as people who can contribute to and influence the political landscape.

Turkish democracy cannot be defended by limiting the diversity of political views in education institutions. It has to be ensured that children can continue to experience a range of political dialogue and discussion. And while for many, Turkey will be no more than a place on a map or a holiday destination, that is something that we can all take from the events there.

If we truly want our children to become, to quote the government, “responsible citizens” and “effective contributors”, ensuring their entitlement to a diverse political discourse, and making schools places where they always feel safe to voice their opinion, is something that we should all aspire to do.

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