چکیده:
The aim of this research is to examine the position of multiculturalism in school education and to explain its effects on higher education. The premise of this study is that school education learning in the field of multicultural education influences higher education, and the type of student learning is effective in expanding the space for adaptation and agreement among cultures or creating obstacles in higher education. The research method in this study is ethnographic, and the participants were 40 students who were studying in their final year of secondary school and collaborated with the researcher for one academic year. The sampling of the research was purposeful, and the results of the research show the existence of family and social backgrounds in the mockery of other cultures, feelings of superiority and cultural prejudices; a lack of religious information regarding the equality and brotherhood of all humans, and a lack of students' knowledge about prominent cultural personalities and works. These issues can make the space for adaptation and agreement among cultures, a rational view of cultures, and the avoidance of cultural exclusivity in higher education difficult, and create a context for reducing the national cultural treasury due to neglect of the essential elements of indigenous cultures and providing an identity crisis among Iranian citizens.
خلاصه ماشینی:
The results of studies and research by experts in educational sciences and curriculum indicate that the study of human cultural heritage, race, ethnicity, and multicultural issues are important topics is this field (McCarthy & Creichlaw{o1o}, 1993; Dalby{o2o}, 2001; Painter{o3o}, 1993; Spardley & Curdy{o4o}, 1386; Shariatmadari, 1376 and 1380; Mehrmohammadi, 1381; Fathi and Ajargah, 1383; Asgarian 1385 and Jacques Diagne, Gudson, McLaren and Giroux; as cited in Fathi and Ajargah, 1386).
The assumption of this research is that school education learnings in the field of multiculturalism influence higher education, and students graduating from school education, as the final output of general education, enter the university, and the type of their learning is influential in expanding the space of compatibility and agreement between cultures or creating challenges in this regard.
Based on the findings obtained regarding the answer to question one, multicultural education in the hidden curriculum as well as school education has had a weak position, and this issue can be a precursor to the reproduction of class attitudes, separation among learners, marginalization of some cultures and ethnicities, and lack of mutual understanding among students of different cultures.
(Refer to page image) In figure number seven, the findings and information of the hidden curriculum in the space and living culture of school education and in the dimension of interaction between teachers and students with each other are presented.
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