By focussing on the dichotomized metaphorical strategy and myth creation, this study aims to analyze how the U.S. and the European Union (EU) media respond to the entrenched metaphor of migration and refugee "crisis". In this respect, the U.S. and the EU media sources covering the time period from 2015 to 2016 were collected and analyzed in the theoretical framework of conceptual metaphor theory and critical metaphor analysis. By applying the metaphor identification procedure, it has been determined that most of the media narratives contribute to further developing the central bias of migration by means of metaphorical delegitimization that is discursively construed through the binary opposition between "them" and "us." The metaphorical representation has been grouped into two kinds of ideologically represented story lines: (a) the myth of dehumanization, realized through the metaphors of Objects and Commodities; and (b) the myth of moral authority, realized through the metaphors of Natural Phenomena, Crime, and Terrorism. The findings have shown that most of the media narratives both delegitimize and stigmatize the status of a migrant by deeper entrenching the "outsider" stereotype and, therefore, create the general feelings of instability and intolerance within the EU.
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.
In Exit West, Mohsin Hamid fictionally reimagines and universalises migrant/refugee experience by providing a realistic snapshot of the social, cultural, economic and political circumstances in their specific historical forms and reveals the psychology of loss, displacement and unbelonging leading to the victimisation of the protagonists in a foreign land. In order to critically analyse the victimisation of the refugee characters at a linguistic level in relation to the narrative of the West about migration and refugees in the twenty-first century, this study will focus on Exit West and explore the development of the central bias against migrants and refugees construed through metaphorical delegitimisation and discursive stigmatisation within the framework of the dichotomous construction of “them” and “us”. Over the course of the study, through a critical reading of the novel, this study will also discuss that the social, cultural and economic interpellation of the refugee characters into the dominant system in a western country should be taken into account within the context of the depoliticisation process of the refugee “crisis” in the world since apolitical humanist arguments, unable to materialistically articulate the problems, reproduce the binary paradigms of the orientalist mind-set and practically perpetuate the cultural, social, ideological and economic domination of global capitalism.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.