نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد فلسفه تعلیم و تربیت، دانشگاه تربیت مدرس، تهران، ایران.

2 استاد گروه علوم تربیتی، دانشگاه تربیت مدرس، تهران، ایران.

3 عضو هیئت‌علمی گروه علوم تربیتی، دانشگاه تربیت مدرس، تهران، ایران.

چکیده

پژوهش حاضر با هدف بررسی تجارب معلمان مدارس حاشیه­ای (به لحاظ فرهنگی و جغرافیایی) از دانش آموزان به حاشیه رانده‌شده است. مبنای نظریه اتخاذشده، نظریۀ تعلیم و تربیت مرزی ژیرو است. در این پژوهش از روش کیفی تحلیل پدیدار شناختی استفاده‌شده است. بر مبنای نمونه­گیری هدفمند به واکاوی تجارب هشت نفر از معلمان در سه مدرسه حاشیه­ای استان یزد که تجربه زیسته­ای درزمینۀ موضوع موردمطالعه داشتند از طریق مصاحبه‏‏ نیمه ساختاریافته پرداخته شد. یافته­ها با روش کدگذاری داده­های روایی بر اساس روش اسمیت تحلیل شد سپس به شناسایی و دسته‏بندی پنج مضمون معلم، دانش­آموز، محتوای درسی، نظام تربیت رسمی و خانواده به دوازده مقوله و یازده زیر مقوله منجر شد. نتایج تحقیق حاکی از آن است که وجود نظام آموزش متمرکز، سطح پایین آموزش و ضعیف عمل کردن بخش تربیت‌معلم، نوع تربیت خانوادگی دانش آموزان، غنی نبودن محتوای کتب درسی از دانش بومی ازجمله عواملی است که نظام تربیت رسمی ایران را از حضور پررنگ تعلیم و تربیت مرزی خالی می­کند.
کلیدواژگان: پدیدارشناسی، تعلیم و تربیت چند فرهنگی، تعلیم و تربیت مرزی، هنری ژیرو

کلیدواژه‌ها

عنوان مقاله [English]

Exploring the lived experience of teachers in marginalized schools about student in minority

نویسندگان [English]

  • Mahbubeh Adiban 1
  • seyedmahdi sajadi 2
  • Ebrahim Talaee 3

1 M.A. in Educational Sciences, Tarbiat Modares University, Tehran, Iran.

2 Professor Department of Educational Sciences, Tarbiat Modares University, Tehran, Iran.

3 Faculty member Department of Educational Sciences, Tarbiat Modares University, Tehran, Iran.

چکیده [English]

The present research aimed to Exploring the lived experience of teachers in marginalized schools about border student. Giroux's theory of border Education is adopted as a base of this Research. Research methods were qualitative method of phenomenological analysis. Eight teachers from three marginal schools of Yazd province were investigated. The description of teachers' perceptions of marginalize students through phenomenology and through semi-structured interviews. Findings were analyzed by validity data coding method based on Smith's method.After deep interviewing, five categories of teacher, student, curriculum, formal education, and family were identified and categorized into twelve categories and eleven sub-categories. The results show that existence of a centralized system and the topic of education, the type of family education, the lack of richness of the textbooks of indigenous knowledge are among the factors that make the formal education system of Iran empty of the presence of border education.

کلیدواژه‌ها [English]

  • phenomenology
  • multicultural education
  • Border Education
  • Henry Giroux
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