نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشیار گروه علوم تربیتی دانشگاه شاهد، تهران، ایران.

2 دانشجوی دکتری مطالعات برنامه درسی دانشگاه علامه طباطبائی، تهران، ایران.

3 دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه پیام نور، تهران، ایران.

4 دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه شاهد، تهران، ایران.

چکیده

پژوهش حاضر با هدف شناسایی دلالت‌های برنامه درسی چندفرهنگی میشل فوکو و هنری ژیرو بر اصلاح و بازطراحی برنامه درسی دوره ابتدایی ایران انجام شد. روش پژوهش تحلیلی- استنتاجی، حوزه پژوهشی کلیه منابع دیجیتال و چاپی مرتبط با موضوع، روش نمونه‌گیری هدفمند، ابزار پژوهش فرم‌های فیش‌برداری، شیوه تجزیه؛ تحلیل محتوای کیفی و ارزیابی اعتبار یافته‌ها از طریق داوری تخصصی بود. یافته‌های پژوهش نشان دادند که بر اساس آراء تربیتی فوکو و ژیرو می‌توان مواردی همچون تجزیه‌وتحلیل دیالکتیکی تجارب روزمره، تعلیم و تربیت مرزی، تحقق عدالت تربیتی، کسب توانایی همزیستی، آگاهی انتقادی، پیشگیری و مقاومت در برابر بازتولید نابرابری اجتماعی، شنیدن و توجه کردن به صدای گروه‌ها و نژادهای مختلف جامعه، رویگردانی از نخبه‌گرایی و حرکت در راستای توجه به فرهنگ عمومی، توجه به گفتمان‌های اخلاقی و ... را در راستای سیاست‌گذاری اصلاح‌گرایانه و بازطراحی عناصر برنامه درسی دوره ابتدایی ایران مورد توجه قرار داد. محصول نهایی یا خروجی این نوع از برنامه درسی از نظر فردی به یادگیرنده‌ای رشد یافته و از نظر اجتماعی به شهروندی فعال در سطح محلی، ملی و جهانی مبدل می‌شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Implications of the Multicultural Curriculum of Michel Foucault and Henry Giroux on the Reforming and Redesign of Elementary School Curriculum in Iran

نویسندگان [English]

  • Mehdi sobhaninejad 1
  • Hassan Najafi 2
  • Najmeh Ahmadabadi Arani 3
  • Ali Abdolahyar 4

1 Associate Professor, Shahed University, Tehran, Iran.

2 PhD student of Curriculum Studies, Allameh Tabataba'i University, Tehran, Iran.

3 PhD student in Philosophy of Education, Payam Noor University, Tehran, Iran.

4 PhD student in Philosophy of Education, Shahed University, Tehran, Iran.

چکیده [English]

The present research aimed to identify the implications of the multicultural curriculum of Michel Foucault and Henry Giroux on the reforming and redesign of the elementary school curriculum in Iran. The research method is analytical-indactive, research field of all digital and print resources related to subject, targeted sampling method, the means of these phishing forms, the method of analysis qualitative content analysis and assessment the validity of the findings through Professional judgment. The results Showed that issues such as dialectical analysis of daily experiences, border education, educational justice realization, coexistence ability acquisition, critical awareness, prevention and resistance to the reproduction of social inequality, listening and paying attention to the voices of the various groups and races of the society, turning away from elitism moving towards the attention of the general culture, paying attention to moral discourses, etc. can be considered based on Foucault and Giroux's educational ideas along reformist policy making and redefining the elements of the curriculum elementary school in Iran. The final product or output of this kind of curriculum is individually a learner and socially an active citizenship at the local, national, and global levels.

کلیدواژه‌ها [English]

  • Michel Foucault
  • Henry Giroux
  • multicultural curriculum
  • educational implications
  • elementary period of Iran

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