نوع مقاله: مقاله پژوهشی
نویسندگان
1 تأثیر نظریة انتقادی بر نظریه‌پردازی در حوزة مطالعات برنامه‌درسی
2 عضو هیئت‌علمی دانشکده علوم تربیتی و روان شناسی دانشگاه شیراز، شیراز، ایران.
3 عضو هیئت‌علمی دانشگاه فرهنگیان
4 عضو هیأت علمی گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی دانشگاه مازندران، مازندران، ایران.
چکیده
هدف پژوهش حاضر، تبیین نظریه‌های منبعث از نظریه انتقادی در حوزه مطالعات برنامه‌درسی و کاربردهای آن است. روش مورد استفاده در این پژوهش، توصیفی-تحلیلی و برای دستیابی به داده‌های معتبر از روش"بررسی مستندات"بهره گرفته شده است. نتایج نشان می‌دهد که نظریه‌های کلیدی منبعث از نظریه انتقادی شامل، نظریه بازتولید، نظریه مقاومت و برنامه‌درسی پنهان می‌باشند. نظریة بازتولید به دنبال ارائه این ایده است که نظام تربیتی در پوشش برنامه‌درسی با فراهم کردن شرایطی خاص به بازتولید فرهنگ موجود پرداخته و در خدمت ایدئولوژی حاکم است. برنامه درسی پنهان به این امر اشاره دارد که در لوای برنامه‌درسی مدرسه، نظام حاکم به‌صورت پنهان اما آگاهانه دانش‌آموزان را در جهت مورد نظر سوق می‌دهد. نظریه مقاومت به این امر اشاره دارد که دانش‌آموزان طبقه پایین لزوماً در برابر برنامه‌درسی مدرسه که به بازتولید وضع موجود مبادرت می‌کند، منفعل نبوده بلکه در برابر آن مقاومت می‌کنند؛ بنابراین اصلی‌ترین نقشی که نظریه انتقادی در حوزه مطالعات برنامه درسی گذاشته، جهت‌گیری برنامه‌درسی از پارادایم سنت‌گرایی به بازمفهوم‌گرایی است. در این فضا نظریه‌پردازان با در دست گرفتن عَلَم سیاسی و مطرح کردن دیدگاه‌های نئومارکسیستی در برنامه‌درسی این رشته را از فضای تکنیکی برنامه‌ریزی درسی به مطالعات برنامه‌درسی و حوزه‌ای کاملاً متأثر از فرهنگ و سیاست قلمداد نمودند و معلمان را به‌عنوان کارگزاران برنامه‌درسی تحت عناوین کارگزاران و روشنفکران مردمی قلمداد کرده و آن‌ها را موظف نموده تا به‌عنوان کاری اخلاقی- سیاسی، نظام سیاسی را به چالش بکشند.
کلیدواژه‌ها
عنوان مقاله [English]
Critical theory impact on the curriculum studies theorizing
نویسندگان [English]
- Sirus Mansoori 1
- Mohammad Hasan Karimi 2
- Majid Kowsary 3
- Meimanat Abedini Baltork 4
1 Faculty Member of Educational Sciences, Islmic Azad University, Ardakan Branch, Ardakan, Iran.
2 Faculty Member of Educational Sciences, Shiraz University, Shiraz, Iran
3 Faculty Member of Educational Sciences, Shiraz University, Shiraz, Iran.
4 Faculty Member of Educational Sciences, University of Mazandaran, Babolsar, Iran.
چکیده [English]
Critical theory in recent decades have been affected field of education and curriculum studies that its results are emergence of terms and theories such as the reproduction theory, resistance theory and hidden curriculum that used frequently in educational texts. The general idea of critical theorists that generally are Neo-Marxist is based on conflict between the dominant and the dominated in education. This paper has examined at analysis approach, both study of critical theory, and also theories derived from the field of curriculum studies. In addition, given the criticisms and then its application to curriculum. Theories and key concepts derived from critical theory are including the reproduction theory, resistance theory and hidden curriculum which are discussed in this article. Reproduction theory is following this idea that educational system and the curriculum by providing specific conditions to reproduce the existing culture and is in domination hands. Hidden curriculum refers to the fact that in the context of the school curriculum, but conscious, students push gives to the ruling system. Resistance theory that the human factor at this point important is believed that Students and down stairs in the school curriculum is resistant to existence curriculum. Finally, the paper looks at the application of some elements of the curriculum based on critical theory.
کلیدواژه‌ها [English]
- critical theory
- Curriculum
- reproduction theory
- resistance theory
- hidden curriculum
Adibi, H and Ansari, A(1979). Theory of Sociology. Tehran: jameah [Persian]
Anyon, J(2006)Social Class, School Knowledge, and the Hidden Curriculum: Retheorizing reproduction,in: Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. Edited by Weis. L, McCarthy. C, and Dimitriadis. G. New York & London: Routledge; Taylor & Francis Group.
Apple,M(1979). Curriculum and Reproduction, Curriculum Inquiry,9(3).Pp 231-252.
Apple,M(1980).Analyzing Determinations: Understanding and Evaluating the Production of Social Outcomes in the Schools,Curriculum Inquiry,10(1).Pp55-76.
Apple, M. W. (2004). Ideology and Curriculum, London: Routledge & Kegan Paul.
Apple, M. W.)1996). Cultural Politics in Education, New York: Routledge.
Aronowitz S, Giroux, H (2003) Education under Siege: the Conservative, Liberal, and Radical debate over Schooling
Behzadfar, M (2015). Review on reproduction theories in critical pedagogy based on Henry Giroux perspective. The first scientific conference on Psychology, Education and pathology. [Persian]
Bowles, S. & Gitis,H (1980).Contradiction and Reproduction in Educational Theory, In L,Barton,R,Meighan & S.Walker(Eds). Schooling,Ideology, and Curriculum, London, England: Falmer, Pp51-65.
Bowles, S. & Gitis,H (1976). Schooling in Capitalist America: Educational Reform and
the Contradictions of Economic Life; London: Routledge and Kegon Paul.
Eisner, E. W (2002). The Educational Imagination: on the Design and Evaluation of school programs, New Jersey: Pearson Education, Upper Saddle River.
Fathi vajargah. K (2007) Curriculum toward New Identities. Tehran: Aeizh[Persian]
Fischman, G. E. and McLaren, P (2005). Rethinking Critical Pedagogy and the Gramscian and Freirean Legacies: From Organic to Committed Intellectuals or Critical Pedagogy, Commitment, and Praxis, Cultural Studies, Critical Methodologies, Vol. 5, No. 4, pp. 425-447.
Giroux,H (1981).Hegemony,Resistance, and the Paradox of Educational Reform. Interchange, 12(2-3), Pp3-26.
Giroux,H (1983).Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis, Harvard Educational Review,53(3),Pp261-293.
Giroux, H. A (1992) Border Crossings: Cultural Workers and the Politics of Education. New York: Routledge.
Giroux, H (2004). Critical Pedagogy and the Postmodern/Modern Divide: Towards Pedagogy of Democratization. In Teacher Education Quarterly. Pp 31-47. Translated In Sharif, M (2011). Curriculum: Discourse of Theory, Research and Practice: Postmodern Curriculum. Isfahan: Jahad Daneshgahi.
Giroux, H. A (2006). Higher Education Under Siege: Implications for Public Intellectuals, Thought and Action, pp. 63-78.
Granter. E (2009).Critical social theory and the end of work. Burlington, USA: Ashgate Publishing Company.
Gutek, G. l(1997). Philosophical and ideological perspectives on education. boston: allyn and bacon. Translated by Mohammad jafar pakseresht (1388) Tehran: samt(Persian).
Haji Akhoundi Z; Emam Jomeh, S.M.R., Sarmadi M.R (2011). Explain the key Elements of Curriculum based on the Concepts Introduced by Freire. Journal of Curriculum Studies. 5, (20): Pp 142-171[Persian]
Holub,R(1991) Urgen Habermas: critic in the Public sphere. Translate by Hossein Bashirieh(1375). Tehran: Ney (Persian).
Keller, D. (2006). "Critical Theory", in Randall Current, end.A Companion to the philosophy of education (Malden, Mass: Blackwell Publishing):161-175.
Khosravi, R.A and Sajjadi, S.M (2011). An Analysis on the Critical Theory of Education and its Implications for the Curriculum. Research in Curriculum Planning. 8(4). Pp 1-14[Persian]
Marzooghi. R (1379). political education in the Islamic Republic of Iran. PhD Thesis. Tarbiat Modarres University [Persian]
Marzooghi. R(2014) Curriculum Sciences. Tehran: Avea Noor Publication [Persian]
McLaren, P. (2003). Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. White Plains, New York. Longman, Inc.
Mehrmohammadi, M (2010) Curriculum: Theories, Approaches and Perspectives. Mashhad: Behnashr [Persian]
Ross, A (2000). Curriculum: Construction and Critique. London: Falmer Press.
Rush, Fred (2004) Introduction, in Fred Rush edited, The Cambridge Companion to critical theory, Cambridge, Cambridge Universitypress.
Saffar heyday, H (1383) Cretical Review on the Functions of Schools on the New Era. Quarterly Journal of Daneshvar Raftar. 11(9). Pp 80-89[Persian]
shaebanivaraki, B(1383)education and humanization: Polu Freire’s critical theory. Quarterly Journal of Educational Innovations vol 8 (3). Pp. 95-106[Persian]
Sharepoor, M (2004). Sociology of Education. Tehran: Samt[Persian]
Skellon, A (1997). Studying Hidden Curricula: developing a perspective in the light of postmodern insights. Journal of Curriculum Studies, 5, pp.177-193.
Sohbatlo, A & Mirzamohammadi, M (2014). Review over Critical Theory in Education. Research in philosophy of education, 1(2): 94-110[Persian].
Srike,K (1989).Liberal Justice and the Marxist Critique of Education,New York; Routledge and Kegan Paul.
Wexler,P & Whitson,J (1982). Hegemony and Education, Psychology and Social Theory, 18(2), Pp 137-155.
Whitty, G(2006). Preface on the” Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. Edited by Lois Weis, Cameron McCarthy, and Greg Dimitriadis. New York & London: Routledge; Taylor & Francis Group.
Wilis,G(1981). A Reconceptualils Perspective on Curriculum, JCT, 1(1), 65-79.
Willis,G (1979). Phenomenological Methodologies in Curriculum, JCT, 1(1), 65-79.
