Turkey: Silencing Ethnic Inequalities Under a Carpet of Nationalism Shifting Between Secular and Religious Poles

Baysu, Gülseli; Ağırdağ, Orhan

doi:10.1007/978-3-319-94724-2_25

Cited by 7 publications

(3 citation statements)

References 34 publications

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“…Furthermore, lack of adequate integration has opened the door to their collective stigmatisation. Even though Turkey is a multicultural society, it has a mono‐cultural and centralised education system and curriculum that silences ethnic, linguistic and religious differences (Baysu & Agirdag, 2019; Çelik et al, 2017). While the policy pursued at the macro‐national level entrenches the hidden curriculum as a monologism, it pervades a hegemonic control over individuals.…”

Section: Resultsmentioning

confidence: 99%

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

Baykut

Erbil²,

Özbilgin

et al. 2021

The Curriculum Journal

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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.

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Section: Resultsmentioning

confidence: 99%

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

Baykut

Erbil²,

Özbilgin

et al. 2021

The Curriculum Journal

View full text Add to dashboard Cite

show abstract

“…spirit of nationalism. Three problems that often trigger conflict are (1) regional differences, (2) language differences, and (3) religious differences (Baysu & Agirdag, 2019;Sen, 2022a). The results of the study show that most students are aware that pluralism is a necessity.…”

Section: Nationalism Education At Lirboyo Islamic Boarding Schoolmentioning

confidence: 86%

Nationalism Education at the Lirboyo Islamic Boarding School, Kediri

Khozin

Fuad

2023

J. Pendidik. Islam Indones

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This paper answers about nationalism education at the Lirboyo Islamic boarding school. This paper uses an ethnomethodological method. The results of the research, namely: first, Nationalism Education does not only focus on education in the classroom, even outside the classroom. This can be seen from several aspects. Both from the social environment, culture, state symbols and also in every process of Pondok Pesantren activities. Second, the task of the teacher must be able to provide an example of nationalism and tenacity in educating the students. Therefore, a teacher must have standardization, terms and criteria in teaching nationalism education. Third, the Lirboyo Islamic Boarding School made a nationalism curriculum that was taught to students at the Ma'had Aly level which was contained in the National Fiqh book..

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“…However, studies conducted in Turkey are limited to topics such as globalization and secularism, as was supported in the study of Ataş et al (2021). Although studies on migration, multiculturalism, bilingualism, and refugees in the curriculum field have been carried out in recent years (Akhan & Yalçın, 2016;Başbay & Bektaş, 2009;Baysu & Ağırdağ, 2019;Cırıt-Karaağaç & Güvenç, 2019;Polat & Kılıç, 2013;Özen & Dağyar, 2020;Özenç & Saat, 2019;Sarier, 2020;Seban & Uyanık, 2016), curriculum studies in which social inequalities are generally discussed have not been able to move away from one-dimensionality. In the study conducted by Sever et al (2019), it was revealed that the specification of research topics in the curriculum field remained ambiguous and limited due to the concern that they overlap with the research interests of other disciplines.…”

Section: Scope Of Curriculum Studiesmentioning

confidence: 99%

A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities

GÜRSOY>

Kara

2023

Kuramsal Eğitimbilim

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This research aims to reveal trends on social inequality in curriculum studies based on the studies carried out between 2014-2019 in the international literature. For this purpose, a systematic literature review was carried out. Some criteria have been specified for the systematic literature review to determine the journals and articles to be analyzed within the research purpose and questions. In line with the determined criteria, the Scopus database was searched, and 262 curriculum studies reached as a result of the scanning were examined within the scope of addressing social inequalities. A detailed analysis was carried out on 63 studies included in terms of the target audience, the design, which inequality and curriculum dimension the studies focused on, and their purposes. The remaining data were coded on the text document through descriptive and interpretive codes. As a result of the research, it was found that social inequalities started to be handled from different perspectives and multidimensionally. Also, studies were carried out to reflect the current events, and the curriculum dimension mainly focused on the learning-teaching process and content. However, the number of applied studies was higher than theoretical ones. Moreover, the studies were carried out to demonstrate that the inequalities were legitimized and reproduced. These studies were carried out with students, teachers and documents as a data source by using the case study design in general.

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Turkey: Silencing Ethnic Inequalities Under a Carpet of Nationalism Shifting Between Secular and Religious Poles

Cited by 7 publications

References 34 publications

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

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

Nationalism Education at the Lirboyo Islamic Boarding School, Kediri

A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities

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