The Re-contextualization of the Battle of Gallipoli through Commemorations

The Battle of Gallipoli is central to the Turkish republican historical discourse as the final Ottoman win against the Allied Forces, and as the event that introduced the founder of the Republic, Mustafa Kemal, and triggered the War of Independence. Until the 2000s, the historical meaning of the Battle of Gallipoli had been beyond debate; but the Justice and Development Party has shifted the narrative from a victory based on the figure of Mustafa Kemal and his military and political leadership, to an Ottoman victory based on religious faith, thereby eroding the founding myth of the Republic. Having such strong cultural, political and religious connotations, the Gallipoli Campaign and its contemporary commemorations are and will in all likelihood be subject to interventions and alterations of various power groups. This article highlights how the latter has happened in recent Turkish history,which may also serve as a more global example

Qualitative Methods in Organizational Research: An Example of Grounded Theory Data Analysis

This chapter aims to elaborate different research methods that can be employed in organizational studies. Since the complex and indivisible relationships between the constructs and nature of the social content about the phenomena can be understood better through qualitative methods, importance of qualitative investigation is mentioned and a detailed explanation of grounded theory data analysis as a qualitative method is provided. Grounded Theory mainly suggests that theory can be discovered in qualitative data. The theory employs a specific method that follows symbolic interactionism in viewing humans as active agents in their own lives who create meaning in the processes of action and interaction. Grounded Theory which deems researchers as active participants in the construction of knowledge leading to generation of theory has been used in organizational research widely. Therefore, the chapter also offers an example of the application of grounded theory by using several extracts from the sample transcripts of interviewees

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

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