The impact of the hidden curriculum on international students in the context of a country with a toxic triangle of diversity

Basit Öğe Kaydı
dc.authorid0000-0002-3361-6616en_US
dc.authorscopusid57202939942en_US
dc.authorwosid-en_US
dc.contributor.authorBaykut, Sibel
dc.contributor.authorErbil, Cihat
dc.contributor.authorÖzbilgin, Mustafa
dc.contributor.authorKamasak, Rifat
dc.contributor.authorBağlama, Sercan Hamza
dc.date.accessioned2023-06-05T10:09:44Z
dc.date.available2023-06-05T10:09:44Z
dc.date.issued2022en_US
dc.departmentFakülteler, İnsan ve Toplum Bilimleri Fakültesi, Batı Dilleri ve Edebiyatları Bölümü
dc.description.abstractThe 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.en_US
dc.identifier.citationBaykut, S., Erbil, C., Ozbilgin, M., Kamasak, R., & Bağlama, S. H. (2022). The impact of the hidden curriculum on international students in the context of a country with a toxic triangle of diversity. Curriculum Journal, 33(2), 156-177. doi:10.1002/curj.135en_US
dc.identifier.doi10.1002/curj.135
dc.identifier.endpage177en_US
dc.identifier.issn0958-5176
dc.identifier.issn1469-3704
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85118685205
dc.identifier.startpage156en_US
dc.identifier.urihttps://doi.org/10.1002/curj.135
dc.identifier.urihttps://hdl.handle.net/20.500.12428/4241
dc.identifier.volume33en_US
dc.identifier.wosWOS:000716191300001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorBağlama, Sercan Hamza
dc.language.isoen
dc.publisherJohn Wiley and Sons Incen_US
dc.relation.ispartofCurriculum Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAbductive researchen_US
dc.subjectDiversityen_US
dc.subjectHidden curriculumen_US
dc.subjectInternational studentsen_US
dc.subjectTurkeyen_US
dc.titleThe impact of the hidden curriculum on international students in the context of a country with a toxic triangle of diversity
dc.typeArticle

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