طراحی الگوی آموزش شهروند جهانی براساس مؤلفه‌های سرمایه فرهنگی و هویت ملی

محورهای موضوعی : آموزش و پرورش

بهمن خانی ¹ (دانش آموخته دکتری، مدیریت آموزشی، واحد بین‌المللی کیش، دانشگاه آزاد اسلامی، جزیره کیش ، ایران .)
امینه احمدی ² (دانشیار،گروه مدیریت دانشکده روانشناسی و علوم تربیتی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران ، ایران .)
مهدی باقری ³ (دانشیار ،گروه مدیریت دولتی، واحد بندرعباس، دانشگاه آزاد اسلامی، بندرعباس ـ ایران.)

تاریخ دریافت : 1398/06/16 تاریخ پذیرش : 1400/04/09 تاریخ انتشار : 1400/06/01

کلید واژه: سرمایه فرهنگی, هویت ملی, نظام آموزشی کشور, آموزش شهروند جهانی,

چکیده مقاله :

چکیده مقدمه و هدف: پژوهش حاضر به منظور ارائه مدلی جامع برای الگوی آموزش شهروند جهانی براساس مؤلفه‌های سرمایه فرهنگی و هویت ملی انجام پذیرفت. روش‌شناسی: روش تحقیق آمیخته (کمی ـ کیفی) است. جامعه آماری این پژوهش در بخش کیفی متخصصان آموزش عالی فعال در دانشگاه‌های دولتی و غیردولتی استان هرمزگان و از روش نمونه‌گیری هدفمند  با بهره‌گیری از فن گلوله برفی و به‌کارگیری معیار اشباع نظری در مصاحبه‌های نیمه‌ساختریافته از 14 نفر استفاده شد و جامعه‌ آماری در بخش کمی پژوهش را کلیه اعضای هیأت علمی دانشگاه‌های آزاد استان هرمزگان به تعداد 185 نفر به کمک جدول مورگان از هریک از جوامع آماری با استفاده از روش نمونه‌گیری خوشه‌ای انتخاب گردید. آزمون‌های آماری آزمون‌های استنباطی روش تحلیل عاملی تأییدی و برای تعیین اعتبار و تناسب مدل طراحی شده از شاخص‌های روایی همگرا و واگرا و پایایی ترکیبی (CR) و آلفای کرونباخ استفاده شد. همچنین برای تجزیه و تحلیل داده‌ها از نرم‌افزار آماری smart-pls استفاده شد. یافته‌ها: نتایج حاکی از آن بود که مؤلفه‌های هویت ملی ـ سرمایه فرهنگی برای آموزش شهروند جهانی از برازش مناسبی برخوردارند و در پایان نیز بر مبنای یافته‌ها و نتایج به‌ دست آمده، رهنمودهایی برای عملی شدن برنامه ارائه شده است.

چکیده انگلیسی:

Abstract Background and Aim The present study was conducted to develop a comprehensive model of global citizen education based on components of cultural capital and national identity  Methodology: Method of the study was mixed (qualitative-quantitative). Population of the study, in the qualitative part, included active higher education experts in governmental and non-governmental universities of Hormozgan Province. A total of 14 individuals were recruited through purposive sampling by using snowball technique and applying theoretical saturation in semi-structured interviews. The population in the quantitative part included all faculty members of Islamic Azad University of Hormozgan. By using Morgan’s Table, 185 individuals were selected through cluster sampling. Data collection instruments consisted of a researcher-made questionnaire in the quantitative part and for investigating objectives and questions, inferential statistics, confirmatory factor analysis were used. Also, for determining validity and suitability of the designed model, convergent and divergent avidity indexes,combined reliability and Cronbach’s alpha were utilized. Additionally, in order to analyze the data, Smart-PLS software was employed. Results: Results indicated that national identity and cultural capital had acceptable goodness of fit for global citizen education. Finally, according to the findings, some implications for realizing the program are offered.

منابع و مأخذ:

1. Alahyari, Z. (2015). A Survey of Students' Information and Literacy Status of Professional Citizen at Hamadan Islamic Azad University. Master of Science Degree in Management, Islamic Azad University, Tehran Branch [in Persian]


2. Banks, J. A. (2004). Teaching for Social Justice, Diversity, and Citizenship in a Global World. The Educational Forum, 68: 289-298. Available online at: http://depts.washington.edu/centerme/Fs04banks.pdf


3. Bee, C. (2017). Active citizenship and its components. In active citizenship in Europe (pp: 57-79) London: Palgrave Macmillan.


4. Brigham, M. (2011). Creating a Global Citizen and Assessing Outcomes. Jgcee: Journal of Global Citizenship & equity Education, 1 (1): 15-43. Available online at: http://journals.sfe.ca/jgcee/index.php/jgcee/article/viewFile/27/10.


5. Bugs, R. (1998). Child labor component in the twelve-week Spanish introductory class American education research association proposal component.


6. Davies, L., (2008). Global Citizenship Education, Encyclopedia of Peace Education, Teachers College, Columbia University.


7. Dewey, J. (1914). Led democracy and education “Newark” the free press.


8. Documents on the components of Iranian national identity. (2007). Available at http://pcci.ir [in Persian]


9. Fathi Wajjarah, C. and Aalai, Gh. (2010). World citizen training. Journal of Effective Schools Information Education Research, 8: 31-27 [in Persian]


10. Fermahini, M; ( ). Globalization and Global Citizenship Education. Conference on Globalization and Education [in Persian]


11. Fielden, J. (2006). Internationalization and leadership: what are the issues? Paper presented at the Leadership and Development Challenges of Globalization and Internationalization Summit, London, UK. Available online at: http://www/lfhe.ac.uk/international/internationalconferences/summit2006/index/html


12. Fozouni Sherry Jaini, R; Piri & Assadian, S. (2016). Challenges of Elementary Social Studies Curriculum in Social Citizenship Based on the Tyler Model. Journal of Theory and Practice in Curriculum, 4 (7), 55-80 [in Persian]


13. Ghaedi, J. (2006). Educate the future citizen. Journal of Educational Innovation (17), 183-210 [in Persian]


14. Ghourchian, N. and Eftekharzadeh, F. (2006). Presenting a Model for Professional Citizen Education in the Third Millennium Higher Education System, Future Journal of Management Research 8 (18), 80-67 [in Persian]


15. Hollandsworth, R., Donovan, J., & Welch, M. (2017). Digital citizenship: you can’t go home again. Tech Trends, 61(1), 1-7.


16. Kishani Farahani, E; Fermahini, M. and Rahnama, A. (2013). Essential Components of Islamic-Iranian Citizenship Education. National Studies Quarterly, 4 (4), 51-74 [in Persian]


17. Lewis, F. (2014). Human Rights Education in Osler and Starkey: From Analytic Framework to Object of Analysis. Cambridge Open-Review Educational research e-Journal, 1 (1), 19-93, available online at: www.coreyi.edu.com.ac.uk.


18. Mackenzie, A., Enslin, P., & Hedge, N. (2016). Education for global citizenship in Scotland: Reciprocal partnership or politics of benevolence? International Journal of Educational Research, 77: 128-135. Available online at: http://dx.doi.org/10.1016/k.ijer.2016.03.007


19. Mahmoud Nejad Moghaddam, A. (2012). An Investigation of World Citizenship Teaching in Elementary School Curriculum and Teachers' Viewpoints on Attention to World Citizen Textbooks. Master's Degree Thesis [in Persian]


20. Mirzaee, H. (2010). Investigation of attention to global citizenship characteristics in elementary social studies curriculum. M.Sc. Thesis, Islamic Azad University, Marvdasht Branch [in Persian]


21. Mirzaiy, H. (2010). Study of characteristics of global citizenship in primary school’s social studies curriculum. Master’s thesis, Islamic Azad University, Marvdasht.


22. Moizumi, E. M. (2010). Examining Two Elementary – Intermediate Teachers’ Understandings and Pedagogical Practices about Global Citizenship Education. A dissertation for the degree in Master of Arts. University of Toronto. Available online at: http://search.prquest.com/index.


23. Mok, M. & Lee, W. O. (2017). Paradigm shifts in assessment for learning: a secondary analysis of the International Civil and Citizenship Study (ICCS) 2009, in line in schools and classrooms Springer Singapore.


24. (2015). Education for Global Citizenship: A guide for schools. Available online at: http://www.oxfam.org.uk/education/global-citizenship/global-citizenship-quides.


25. Portamehsabi, S. & Tajour, A. (2011). Citizenship rights and education in Nahj al-Balagha. Alavi Research Journal, (2), 1-23 [in Persian]


26. Pugliese, G. D. (2015). Preparing students for citizenship in a global society: a case study. A dissertation Submitted to the School of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Education. Southern Connecticut State University, New Haven Connecticut.


27. Purslim, A; Arefi, M. and Fathi Wajjarah, C. (2017). Designing a Global Citizenship Curriculum Model in Early Education in Iran: A Model Based on Data Theory, Modern Educational Thoughts. Faculty of Educational Sciences and Psychology, Al-Zahra University, 3 (13) [in Persian]


28. Rahbari, M; Balbali, M.and Ghorbi, S. M. (2015). National Identity in the Document of Fundamental Education Transformation c. A. Iran. National Studies Quarterly, 61, No. 1 [in Persian]


29. Robertson, R. (2001). Globalization to social theories and world culture. Translated by Kamal Poladi, Tehran, Third, and International Center for the Dialogue of Civilizations [in Persian]


30. Rubenstein, R. E. (2017). Civil rights and the charter school choice: how stricter standards for charter schools can aid educational equity. Dissertation, University of Richmond in Virginia: School of Law.


31. Supreme Council for Cultural Revolution. (2011). Document the fundamental transformation of education. Tehran. [in Persian]


32. The Twenty-Year Vision System Document c. A. Iran. (1392). Available at www.dolat.ir [in Persian]


33. Tye, K. A. (2003). Globalizing global education to nurture world citizen. The education Digest, 69 (4): 18-23.


34. Tye, K. A. (2014). Global Citizenship Education: a worldwide movement: An update policy     future in education, 12: 855-871. Available online at:  http://online.sagepub.com.


35. Xing, J. (2015). Global Citizenship Education in Hong Kong. International Journal of Information and Education Technology, 5 (2): 136-139. Available online at: http://www.ijiet.org/papers/490-S00006.pdf

Yazdani, F; Sharifi, A. & Imani, M. T. (2018). Providing a Model for Professional Citizen Education in Elementary Education in the Country. Educational Leadership and Management Journal of Islamic Azad University of Garmsar Branch, Twelfth year, No. 2, Summer 2018, pp. 221-255. [in Persian]