The impact of the hidden curriculum on international students in the context of a country with a toxic triangle of diversity
Sibel Baykut
Faculty of Economics, Administrative and Social Sciences, Nisantasi University, Istanbul, Turkey
Search for more papers by this authorCihat Erbil
Department of Business Administration, Haci Bayram Veli University, Ankara, Turkey
Search for more papers by this authorMustafa Ozbilgin
Business School, Brunel University, London, UK
Search for more papers by this authorCorresponding Author
Rifat Kamasak
Department of Business Administration, Yeditepe University, Istanbul, Turkey
Correspondence
Rifat Kamasak, Department of Business Administration, Yeditepe University, Atasehir, 34755 Istanbul, Turkey.
Email: [email protected]
Search for more papers by this authorSercan Hamza Bağlama
Department of English Language and Literature, Canakkale Onsekiz Mart University, Canakkale, Turkey
Search for more papers by this authorSibel Baykut
Faculty of Economics, Administrative and Social Sciences, Nisantasi University, Istanbul, Turkey
Search for more papers by this authorCihat Erbil
Department of Business Administration, Haci Bayram Veli University, Ankara, Turkey
Search for more papers by this authorMustafa Ozbilgin
Business School, Brunel University, London, UK
Search for more papers by this authorCorresponding Author
Rifat Kamasak
Department of Business Administration, Yeditepe University, Istanbul, Turkey
Correspondence
Rifat Kamasak, Department of Business Administration, Yeditepe University, Atasehir, 34755 Istanbul, Turkey.
Email: [email protected]
Search for more papers by this authorSercan Hamza Bağlama
Department of English Language and Literature, Canakkale Onsekiz Mart University, Canakkale, Turkey
Search for more papers by this authorFunding information
No funding was obtained from any agency or third party
Abstract
The 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.
CONFLICT OF INTEREST
The authors whose names are listed immediately below certify that they have NO affiliations with or involvement in any organisation or entity with any financial interest (such as honoraria; educational grants; participation in speakers' bureaus; membership, employment, consultancies, stock ownership, or other equity interest; and expert testimony or patent-licensing arrangements), or non-financial interest (such as personal or professional relationships, affiliations, knowledge or beliefs) in the subject matter or materials discussed in this manuscript.
Open Research
DATA AVAILABILITY STATEMENT
The qualitative data were collected in Istanbul, Turkey. If required, the transcribed interviews may be submitted.
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