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Öğe The impact of the hidden curriculum on international students in the context of a country with a toxic triangle of diversity(John Wiley and Sons Inc, 2022) Baykut, Sibel; Erbil, Cihat; Özbilgin, Mustafa; Kamasak, Rifat; Bağlama, Sercan HamzaThe hidden curriculum, which refers to the ideologies that remain implicit in educational content, is often studied in the context of developed countries with a colonial past where there are efforts to redress the historical injustice of the colonial past. In this paper, we examine the impact of the hidden curriculum on international students in a country with a toxic triangle of diversity. The toxic triangle of diversity describes a context where there is extensive deregulation, voluntarism without responsibilisation of organisations, and absence of supportive organisational discourses for diversity. Most studies of the hidden curriculum have taken place in countries where there are national laws for equality, institutional responsibility to bias-proof the curriculum, and supportive discourses for diversity. Drawing on a field study with nineteen international students (nine in the field of business studies and ten in other subject fields), we demonstrate how the hidden curriculum remains unattended and how it is legitimised through macro-, meso- and micro-level interactions that students have. We show that the hidden curriculum serves to silence different forms of exclusion, loneliness and discrimination that international students experience in the context of a toxic triangle of diversity. We suggest ways forward for undoing the damage done through the hidden curriculum in toxic contexts.Öğe In Search of Patient Zero: Pseudo-Retranslation in Turkish Academic Works(Springer Science and Business Media B.V., 2021) Yıldız, MehmetThis is the first academic paper concerned with the description of intertranslational appropriations across non-literary works and to discuss this phenomenon from a novel conceptual perspective by suggesting the term “pseudo-retranslation”. “Drmrod”, a misspelling of (Jeanne Ellis) Ormrod, served as the benchmark of the preliminary analysis to judge on the existence of pseudo-retranslations across the works. The corpus consists of one unreviewed article, two dissertations, five master’s theses, and seven articles. To identify the initial Turkish translation, Patient Zero, to detect the pseudo-retranslations and to arrange them chronologically, “textual overlap” was operationalized as the primary parameter, while “erroneous referencing”, “typographical errors”, “publication year”, “publication media”, and “relationships between authors” to triangulate the findings concerning the primary parameter. A program, WCopyFind, was used to detect intertextual similarities and to harvest quantitative data by percentage and word count. A textual similarity of 70% (Turell The International Journal of Speech, Language and the Law, 11(1), 1–26, 2004) was set as the threshold of significance. The author suggested a threshold of 30% to describe pseudo-retranslations in academic works and of 20% in Turkish academic papers. The unreviewed online article (Kalafat 2004) was revealed to be the first to misspell “Ormrod” as “Drmrod” and to translate Ormrod’s six metacognitive skills and the other 14 works to include its pseudo-retranslations.Öğe Access to information technology of households and secondary school students in Turkey(SAGE Publications, 2021) İra, Nejat; Yıldız, Mehmet; Yıldız, Gamze; Yalçınkaya-Önder, Eylem; Aksu, AliThe aim of the study was to investigate secondary school students’ and teachers’ access to information technologies in Turkey by making interregional comparisons. Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA). The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67.9% of the participating students were found to have Internet connection and 69.1% a computer in their homes, while 80.3% of the students were observed to use a computer outside the school, but 19.7% were not. The results also showed that 64.6% of the students have Internet connection in their classrooms, but 29.2% of these students do not use the Internet in the classroom, whereas 8.9% use it in the classroom all the time. The rate of students using a digital device for reading is 38.1%, while that of those not using one is 61.9%. Some 32.1% of secondary school students were revealed not to have Internet connection at home. Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic. Based on the findings, teachers can be suggested to develop projects – i.e., of TUBITAK, E-twinning, and Erasmus – which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them. It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students. Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities.
