پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 937 |
| تعداد مقالات | 7,695 |
| تعداد مشاهده مقاله | 12,614,325 |
| تعداد دریافت فایل اصل مقاله | 8,977,187 |
طراحی الگوی برنامهدرسی ویژه مهاجرین افغان در نظام آموزش عمومی کشور | ||
| اندیشه های نوین تربیتی | ||
| مقاله 2، دوره 18، شماره 2 - شماره پیاپی 64، تیر 1401، صفحه 29-52 اصل مقاله (654.09 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.30699.2998 | ||
| نویسندگان | ||
| صادق موسوی1؛ کورش فتحی واجارگاه* 2؛ محمود حقانی3؛ سعید صفایی موحد4 | ||
| 1دانشجو دکترای برنامه ریزی درسی دانشگاه شهید بهشتی، تهران، ایران | ||
| 2استاد، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 3استادیار دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 4استادیار دانشکده علوم تربیتی و روانشناسی، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| هدف از پژوهش حاضر بررسی عناصر تشکیل دهنده برنامه درسی ویژه مهاجرین افغان و معرفی مولفهها و مقولههای تشکیل دهنده این حوزه و در نهایت ارائه الگوی مطلوب مطابق با زمینه کشور(ایران) بود.روش اجرای این مطالعه از نوع کیفی و با استفاده از روش داده بنیاد بود.برای جمعآوری دادهها از مصاحبه نیمهساختار یافته با اساتید خبره در این زمینه(اساتیدی که سابقه پژوهش در این زمینه را دارا بودند) و معلمانی(شهر تهران) که تجربه تدریس به دانشآموزان افغانی را داشتند استفاده گردید.با استفاده از نمونه گیری هدفمند 30 مصاحبه از استادان و معلمان به عمل آمد.مصاحبهها با استفاده از سه مرحله کدگذاری(روش استراوس و کوربین) مورد تحلیل قرار گرفتند. پس از تحلیل مصاحبهها و استخراج الگو با استفاده از روش چک اعضا مورد اعتبارسنجی قرار گرفت.نتایج تحقیق به شکل الگویی متشکل 11 مقوله اصلی و 32 مقوله فرعی ارائه گردید. مقوله های فرعی که ذیل بعد شرایط علی قرار گرفتند عبارت بودند از: حقوق شهروندی،حقوق بشر،مشترکات فرهنگی،چالشهای زبانی،انسجام فرهنگی،سازگاری فرهنگی،وجود اقلیتها،مجاورت جغرافیایی،حق همسایگی. مقولههای فرعی در بعد زمینهای عبارتند از:امنیت شکننده،ناآگاهی قومی،نگاه زاویهدار به فرهنگهای مختلف،تفاوتهای مذهبی.خرده مقولههای بعد مداخلهای عبارت بودند از:خودبرتربینی،دگرهراسی،سیاسیکاری افراطی،دید امنیتی،تعصبات قومی.خرده مقولههای مربوط به بعد راهبردها عبارت بودند از:تدوین برنامهدرسی چندفرهنگی،تدوین برنامهدرسی تلفیقی،آگاهیسازی فرهنگی،احترام به تفاوتها،پذیرش دیگری،انکار تفاوتهای فرهنگی،سرکوب تفاوتهای فرهنگی.مقولههای فرعی بعد پیامدی نیز عبارت بودند از: ارتقا وجه بینالمللی،گسترش مناسبات سیاسی،کاستن هزینههای ناشی از بزهکاری،سرمایهگذاری بینالمللی،انتقال فرهنگی،تحقق عدالت آموزشی و همبستگی فرهنگی.همچنین برنامهدرسی فراگیر ویژه مهاجرین به عنوان مقوله محوری یافت شد. | ||
| کلیدواژهها | ||
| برنامهدرسی؛ مهاجرین افغان؛ الگو | ||
| عنوان مقاله [English] | ||
| Developing a Specific Curriculum for Afghan Immigrants in the Public Educational System of Iran | ||
| نویسندگان [English] | ||
| Sadegh Mousavi1؛ Kourosh Fathi Vajargah2؛ Mahmood Haghani3؛ Saeid Safaei Movahhed4 | ||
| 1PhD Student in Curriculum Studies, Shahid Beheshti University, Tehran, Iran. | ||
| 2Professor of Curriculum Studies, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 3Assistant Professor of Curriculum Studies, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 4Assistant Professor of Curriculum Studies, Faculty of Education and Psychology, University of Tehran, Tehran, Iran. | ||
| چکیده [English] | ||
| Abstract The present study aimed to investigate the constituent elements of a curriculum for Afghan immigrants and present a model in this regard. Semi-structured interviews were conducted to collect the data. Thirty professors and teachers were selected by purposive sampling for interviews. Interview transcripts were analyzed using three coding steps. The presented model was validated using member check. The results of the study are presented as a model with 11 main themes and 32 subthemes. The subthemes that came under the causal conditions were citizenship rights, human rights, cultural commonalities, language challenges, cultural cohesion, cultural adaptation, the existence of minorities, geographical proximity, neighborhood rules. Underlying conditions subthemes included following items: fragile security, ethnic ignorance, negative view of different cultures, religious differences. Interfering factors included following items: arrogance, xenophobia, extreme politicization, security vision, and ethnic prejudices. The key themes of the strategies included the following items: multicultural curriculum development, integrated curriculum development, culture awareness, respect for differences, acceptance of others, denial of cultural differences, and suppression of cultural differences. Subthemes of the consequences were promoting Iran's international image, expanding political relations, reduce delinquency, international investment, cultural transfer, realization of educational justice and cultural solidarity. Also a special and comprehensive curriculum for immigrants was identified as a central category. Introduction Education brings many benefits to individuals and societies. Education, by equipping individuals with a variety of skills, provides opportunities for them to be useful and have a high income, which in turn leads to breaking the cycle of poverty. In addition, education affects citizenship and individual’s perception of and involvement in the community. This is especially important for immigrants. Education makes immigrants better acquainted with the host community and provides an opportunity to integrate them into the community. This is especially important for customs, rules, and language (Dempster and Hargrave, 2017). Recent decades have witnessed in increasing flow of migration, including families with children. In 2012, more than 12% of 15-year-old students had an immigrant background in the EU. (OECD, 2015) The growing number of immigrant students has profoundly challenged education systems to ensure the development of skills in diverse students and to promote social cohesion. Under the current situation with the turmoil and wars in the Middle East, Iran’s stability and security has attracted a lot of immigrants. Most of these immigrants are from countries such as Afghanistan, Pakistan, Iraq and Syria. In the meantime, Afghan immigrants outnumber other immigrants. According to the results of the 2016 Population and Housing Census, 1,583,979 people with Afghan citizenship lived in Iran. Accordingly, 1,242,000 Afghans live in urban areas and 340,968 live in rural areas (Ministry of Interior, 2016). Therefore, educating immigrant learners and addressing their educational challenges in Iran, especially Afghan immigrants, is important for several reasons: 1- No specific research has been done in this field, 2- there is a big gap between Iranian and Afghan students in academic success, 3- Afghan students’ language and dialect are somewhat different from Iranian students’, 4- Afghan students enter the educational cycle from deprived families more than other immigrants, 5. they are the largest group of immigrants in Iran, which is growing compared to other immigrant groups, 6- they have a high level of academic decline and have little cultural affinity with Iran, and 7- this group of immigrants constitutes a significant part of the population of Iran, and not paying attention to their needs creates many economic, social and cultural problems for Iran. All of these factors, individually or in combination, are challenging the traditional curricula available to these immigrants. As a result, addressing the challenges of educating immigrants leads to better educational outcomes and long-term opportunities for participation in the communities they are a part of. In other words, the present study, considering that the international community is moving towards accepting the special rights of immigrants in education and developing special educational programs for this group, seeks the following basic question: What are the characteristics of a curriculum for immigrants in Iran? Methods We used Strauss and Corbin’ grounded theory with their six main components which includes the following items: causal conditions, underlying conditions, interfering factors, strategies, consequences and central category. The process of grounded theory method mainly includes the following steps: theoretical sampling, theoretical coding and theory formulation (Flick, 2006). The research samples consisted of individuals who had valuable lived experiences related to the phenomenon under study. The data collection process continued until theoretical saturation. Theoretical saturation occurred after 30 interviews. The validity of the research was confirmed after the interview questions were modified and approved by six professors. All interviews were audio recorded. The researcher carefully listened to recorded interviews and transcribed them verbatim. Then, member check was used to confirm the validity of the interviews. As such, the transcripts were sent to the participants to confirm the accuracy of the content and to correct the content if necessary. Data were analyzed using open, axial and selective coding, which resulted in 12 main themes and 30 subthemes. Findings After conducting a total of 30 interviews with research samples (professors and teachers who were in direct contact with Afghan students) and studying them several times, a model consisting of 12 main themes and 30 subthemes was presented. The subthemes that came under the causal conditions were citizenship rights, human rights, cultural commonalities, language challenges, cultural cohesion, cultural adaptation, the existence of minorities, geographical proximity, and neighborhood rules. Underlying conditions subthemes included following items: fragile security, ethnic ignorance, negative view of different cultures, and religious differences. Interfering factors included following items: arrogance, xenophobia, extreme politicization, security vision, ethnic prejudices. The key themes of the strategies included following items: multicultural curriculum development, integrated curriculum development, culture awareness, respect for differences, acceptance of others, denial of cultural differences, suppression of cultural differences. Subthemes of the consequences were: promoting Iran's international image, expanding political relations, reduce delinquency, international investment, cultural transfer, realization of educational justice and cultural solidarity. Also, a special and comprehensive curriculum for immigrants was identified as a central category. Discussion and conclusion Afghan students make up a significant portion of Iran's student population. Recent decades have witnessed a rapid increase in the migration of Afghans to Iran, with issues and challenges for Iran’s educational system. Therefore, it is necessary to pay attention to the educational issues of Afghan Students Therefore, the present study sought to provide a model to address these educational issues. There are factors that can play an important role in facilitating or inhibiting the education of Afghan immigrants. For example, factors such as citizenship rights, human rights, cultural commonalities, and cultural cohesion can be considered facilitating factors for the education of Afghan students. Some factors such as ethnic ignorance, cultural prejudice, and negative attitudes toward ethnicities can act as barriers to educating Afghan students. Various studies have confirmed the results of the present study, for example: attention to pluralism (Hunts, 2012), recognition of ethnic and cultural diversity (Banks, 2014), common understanding among different ethnic groups (Parkh, 2008), understanding of concepts intercultural in the classroom (1997), eliminating racism in the curriculum, building understanding among racial groups and respect for different cultures to neutralize tensions and conflicts within classroom (Michelle, 2003). All of the above items serve as key elements in the education of Afghan Immigrants. Therefore, the following suggestions are presented to move towards a favorable curriculum for Afghan immigrants in Iran: 1-Modifying the curriculum from a focus on integration to ethnic and cultural diversity 2- Reviewing the four elements of the curriculum (purpose, content, method, evaluation) and paying attention to immigrant students’ realities of life, especially Afghan immigrants. 3- Paying attention to the backgrounds and conditions of Afghan immigrants and considering them in the policies and plans of the public educational system. 4- Changing teacher training programs so that teachers gain a sufficient understanding of the conditions and characteristics of Afghan students. 5-Promoting multiculturalism through special courses dedicated to multiculturalism in order to familiarize Iranian students with other students, including Afghan students, and eliminating problems such as ridicule of language, appearance and culture. | ||
| کلیدواژهها [English] | ||
| Curriculum, Afghan Immigrants, Model | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Statistics Center of Iran (2015). Afghan population by gender, province and nationality (whole country). Statistical Center of Iran. 2015. Statistics of Afghan refugees [In Persian] Hafteh Nameh Barname (2010), The Necessity of Modifying the Methods of Production of Immigration Statistics in the Country, Year 8, No. 366. [In Persian] Adib Haj Bagheri, Mohsen; Parvizi, server; Salsali, Mahvash (2011) Qualitative research methods, Tehran. Publication and human propaganda. [In Persian] Abubakar, A., van de Vijver, F. J.R., Mazrui, L., Arasa, J., & Murugami, M. (2012). Ethnic identity, acculturation orientations and psychological wellbeing among adolescents of immigrant background in Kenya. In Garcia Coll. C. (Ed.), The impact of immigration on children’s development: Contributions to human development (pp. 99-121). Adams, L.D. & Kirova, A. (eds) (2006) Global Migration and Education. Schools, Children, and Families.Lawrence Erlbaum Associates, Mahwah, New Jersey & London, p. xiii Advocates for Children of New York (2010). Students with interrupted formal education: A Challenge for New York City Public Schools. Batalova, J., Fix, M., & Murray, J. (2007). Measures of change: The demography and literacy of The Demography and Literacy of Adolescent English Learners A Report to Carnegie Corporation of New York. Washington, DC: Migration Policy Institute. Betts, J. (2011). The economics of tracking in education. Handbook of the Economics of Education 3(341-381), 4. Blake, B. (2001). Fruit of the devil: Writing and English language learners. Language Arts, 78(5), 435-441. Brown, P. (2011, March 12). Itinerant life weighs on farm workers’ children. The New York Times p. 18A. Brunello, G. and D. Checchi (2007). Does school tracking affect equality of opportunity? new international evidence. Economic Policy 22(52), 781–861 Bylund, J. (2011). Thought and second language: A Vygotskian framework for understanding BICS and CALP. National Association of School Psychologists, (39)5, 4-6. Dempster, H., and Hargrave, K. (2017) Understanding public attitudes towards refugees, migrants and migration. London: ODI. Retrieved from: https://www.odi.org/ publications/10826-understanding-public-attitudes-towards refugees-and-migrants Driessen, G., Smit, F., Sleegers, P. (2005). Parental involvement and educational attainment. British Educational Research Journal, (31)4, 509-532 Ezell, H, Gonzalez, M., Randolph, E., (2000). Emergent literacy skills of migrant Mexican American preschoolers. Communication Disorders, 21(3), 147-153. Figazzolo, L. (2007). Education behind bars or as self-service? Unions struggle for access to education for refugee and migrant children, Education International Report. Fong, R. (2004). Context and environments for cultural competent practice, In Fong, R. (Eds.), Cultural competent practice with immigrant and refugee children and families (1st ed., pp. 39-59). New York. NY: Guilford Press. Freeman, D.E., Freeman, Y.S. &Mercuri, S.P. (2002). Closing the achievement gap: how to reach limited formal schooling and long term English learners. Chicago: Heinemann. Fryer Jr, R. G. and S. D. Levitt (2004). Understanding the black-white test score gap in the first two years of school. Review of Economics and Statistics 86(2), 447–464. Garcia, B. (2008). Theory and social work practice with immigrant populations. In F. Gibson, M. (2003). Improving graduation outcomes for migrant students. Rural Education and Small Schools 17(3), 57-79. Green, P. (2003). The undocumented: Educating the children of migrant workers in America. Bilingual Research Journal, (27)1, 51-71. Guyon, N., E. Maurin, and S. McNally (2012). The effect of tracking students by ability into different schools a natural experiment. Journal of Human Resources 47(3), 684–721 Loera, G., Rueda, R., Nakamoto, J. (2011). The association between parental involvements in reading and schooling and children’s reading engagement in Latino families. Literacy Research and Instruction,(50)2, 133-155. Lopez, G. (2001). The value of hard work: lessons in parent involvement from an (im) migrant household. Harvard Education Review, (71)3, 416-437. Lossa, K. (2010). Working with migrant farm workers and their families. The Hispanic Outlook. Magnuson, K. A., Meyers, M.K., Ruhm, C.J., &Waldfogel, J., (2004). Inequality in preschool education and school readiness. American Educational Research Journal, (41)1, 115- 157. Mangione, P. & Speth, T. (1998). The transition to elementary school: A framework for creating easy childhood continuity through home, school and community partnership. The Elementary School Journal, (98), 381-397. Mathur, S., and Parameswaran, (2012). School Readiness for Young migrant Children: The Challenge and the Outlook. New Paltz, NY: Hindawi Publishing Corporation. Menchaca, V. (2001). Providing a culturally relevant curriculum for Hispanic children. Multicultural Education, 8(3), 18-20. Midttun, E. (1998). Brief history and main features of the TEP for Angola 1995–98, as developed and extended by the Norwegian Refugee Council, by arrangement with UNESCO-PEER. Norwegian Refugee Council, Oslo. Monzo, L. (2005). Latino parents “choice” for bilingual education in an urban California school: Language policies in the aftermath of Proposition 227. Bilingual Research Journal, (29)2, 313. Nieto S(2002)Curriculum development in multicultural education. course syllabus for education 559.spring 2002 semester. University of Massachusetts /Amherst. school of education. OECD (2015) Helping immigrant students to succeed at school – and beyond. OECD Publishing, Paris. Retrieved from: https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and-beyond.pdf OECD (2015). Immigrant students at school- easing the journey towards integration. OECD Publishing http://dx.doi.org/10.1787/9789264249509-en. Portes, A, Rivas,A. (2011). The adaptation of migrant children. The Future ofChildren. (21)1, 219-246. Purcell-Gates, V. (2013). Literacy worlds of children of migrant farm workers participating in a migrant Head start program. Research in the Teaching of English. 48(1), 68-97. Ream, R. & Rumberger, R. (2008). Student engagement, peer social capital and school dropout among Mexican Americans and Non -Latino students. Sociology of Education, (81)2, 109-139 Roemer, A. (2011). An invisible minority: Mexican language learners, College and University, (86)3, 57-62 Romanski, M. (2003). Meeting the unique needs of migrant farm workers. The Clearing house, (77)1, 27-33. Rumberger, R. & Palardy, G. (2005). Test scores, dropout rates, and alternative indicators of high school performance. American Education Research Journal, (42)1, 3-42. Rumberger, R. & Thomas, S. (2000). The distributing of dropout rates and turnover rates among urban and suburban high schools. Sociology of Education, 73, 39-67. Salinas, C., Reyes, R. (2004). Creating successful academic programs for Chicano/a high schoolmigrant students: The role of advocate educators. The High School Journal, (87)4, 54-65. Schäferhoff, M. et al. (2016) Estimating the costs and benefts of education from a health perspective. Background paper for the Oslo summit on Education for Development. Retrieved from: http://www.resultsfordevelopment.org/sites/ resultsfordevelopment.org/fles/resources/SEEK.pdf Spera, C. &Matto, H. (2009). Parental aspirations for their children’s educational attainment: relations to ethnicity, parental education, children’s academic performance and parental perceptions of school climate. Journal of Youth and Adolescence, (38), 1140-1152. Suárez-Orozco, C., & Suárez-Orozco, M. M. (2001). Children of migration. Cambrige, MA: Harvard University Press. Suárez-Orozco, M. (2001). Globalization, immigration and education. Harvard educational review, 71(3), 345-366. Traustadóttir, R., (2001). Menningarlegur margbreytileiki á Íslandi. Börn af erlendum uppruna. Barnaheill, 5, 16–36 UNESCO (2016) Global Education Monitoring Report. Education for people and planet: creating sustainable futures for all. Retrieved from: http://unesdoc.unesco.org/images/0024/002457/245752e.pdf UNESCO (2017) Concept note for the 2019 Global Education Monitoring Report on education and migration. Retrieved from: https://en.unesco.org/gem-report/sites/gem report/fles/Concept%20Note%205%20April%20Final.pdf UNHCR (2015) ‘Figures at a glance’. Retrieved from: http://www.unhcr.org/uk/fgures-at-a-glance.html UNHCR (1994). Refugee children: guidelines on protection and care. UNHCR, Geneva Valdes, G. (1996). Con Respecto. Bridging the distance between culturally diverse families and Con Respeto, Bridging the Distance between Culturally Diverse Families and Schools, Teachers College Press: Columbia University. Valenzuela, A. (2014). Subtractive schooling: U.S.-Mexican youths and the politics of caring. Albany, NY: State University of New York Press. Walker. D. & Schulz, A. (2001). Reading for diversity: recruiting and retaining Mexican American students. Journal of College Retention, (2)4, 313. Watters, C. (2008). Refugee children. Towards the next horizon. New York, NY: Routledge. Wright, A. (2003). Children of the road; migrant students, our nation’s most mobile population. Negro Education 72(1), 55-62. Wright, W. (2010. Teaching English language learners. Caslon: Philadelphia, PA. | ||
|
آمار تعداد مشاهده مقاله: 847 تعداد دریافت فایل اصل مقاله: 363 |
||
