چکیده:
The aim of this article is to develop curriculum frameworks suitable for cultural diversity in Iran. A curriculum is essentially a socio-political and cultural document and is a contextual and culture-sensitive category; it will be effective if its constituent elements are compatible with the cultural characteristics of society and, consequently, with the cultural characteristics of the learner. Based on a descriptive-analytical method, this article first examines the current situation of Iran in terms of cultural and ethnic diversity, and then provides arguments for the necessity of designing multicultural curricula from two dimensions: 'transnational' and 'national'. Regarding the transnational/global necessities of such programs, one can mention the 'multicultural curriculum' approach and 'modern necessities'. Regarding domestic necessities, this article will also refer to two requirements: 'higher-level laws' and 'the specific political and geographical conditions of Iran'. Subsequently, while explaining the objectives of a multicultural curriculum, the challenges of developing such programs will be examined. Finally, practical strategies for implementing a multicultural curriculum, based on the aforementioned challenges and in line with the country's higher-level documents, are proposed for policymakers and planners of the Iranian educational system.
خلاصه ماشینی:
This is because the design and formulation of multicultural programs require reflecting the characteristics of all existing cultures of society in the official curriculum, which makes the practical implementation of this task somewhat difficult due to the limited time capacity of curricular materials.
In general, it should be noted that until these individuals acquire sufficient and adequate knowledge in this field and understand the necessities of its implementation in society, the program Characteristics and Necessities of Formulating a Multicultural Curriculum in Iran: Examining Challenges and Providing Strategies Alireza Sadeghi Assistant Professor of Curriculum at Allameh Tabataba'i University moc.
Based on a descriptive-analytical method, this article attempts to first examine the current situation of Iran in terms of cultural and ethnic diversity, and then justify the necessity of designing multicultural curricula from two dimensions: "transnational" and "national.
Fayyaz and Imani Qoshchi (2010), in their research titled: "Investigating National Identity Symbols in History and Social Science Textbooks of Secondary Education in Humanities, Experimental, and Mathematical-Physics Fields," have concluded that ethnic symbols and components related to culture did not have an appropriate appearance or emergence in the studied books.
Among these experts, David Banks{o1o}(1997) limits the objectives of multicultural curriculum to the following essential items: educational equality, extensive knowledge about different ethnic and cultural groups, and understanding intercultural, intergroup, and interethnic concepts in the classroom, school, and society.
Therefore, the main goal of the multicultural curriculum is learning the cultural backgrounds, language, cultural characteristics, influences, important events, prominent individuals, and the social, political, and economic conditions of various majority and minority ethnic groups.
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