تبیین بازتولید فرهنگی ـ طبقاتی دانشگاهی با تأکید بر مؤلفه‌های ناهمسوی برنامه درسی پنهان به منظور طرح ملاحظات کاربردی دانشگاهی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مهدی سبحانی نژاد
1
(1دانشیار گروه علوم تربیتی دانشگاه شاهد ، تهران، ایران)
نجمه احمدآبادی آرانی
2
(2و 3دانشجوی دکتری فلسفه تعلیم‌وتربیت ،دانشگاه پیام نور ،تهران، ایران)
آزاد محمدی
3
(3دانشجوی دکتری فلسفه تعلیم‌وتربیت ،دانشگاه پیام نور ،تهران، ایران)
صمد محمدی
4
(کارشناس ارشد برنامه‌ریزی درسی دانشگاه کاشان،کاشان ،ایران)
کلید واژه: آموزش عالی, برنامه درسی پنهان, نابرابری آموزشی, بازتولید فرهنگی - طبقاتی,
چکیده مقاله :
پژوهش حاضر، درصدد تبیین بازتولید فرهنگی ـ طبقاتی دانشگاهی برحسب مؤلفه‌های ناهمسوی برنامه درسی پنهان به منظور ارائه ملاحظاتی کاربردی برای دانشگاه است. روش پژوهش توصیفی ـ تحلیلی بوده که طی آن از استنتاج مبتنی بر تحلیل مفاهیم و مفهوم‌پردازی مجدد، استفاده شده است. جامعه پژوهش، مجموعه متون نظری مرتبط با عنوان پژوهش بوده که به کمک فرم فیش برداری، اطلاعات لازم استخراج شده است. یافته‌های پژوهش نشان داد؛ مؤلفه‌های ناهمسوی برنامه‌های درسی پنهان آموزش عالی می‌توانند در تثبیت پایگاه و منزلت بازتولید فرهنگی ـ طبقاتی دانشجوی طبقه خاص مؤثر بوده و بالعکس در نومیدی از تغییر وضعیت کنونی برای دانشجویان طبقه‌های متوسط و پایین، مؤثر باشند. تبلور عینی این رخداد متأثر از مؤلفه‌های ناهمسوی برنامه درسی پنهان آموزش عالی در تعدادی از استنادهای پژوهشی مطالعه حاضر محسوس است. براین اساس؛ در پایان فهرستی از ملاحظات عملی نمونه در راستای ابعاد مختلف مؤلفه‌های ناهمسوی برنامه درسی پنهان موردتوجه واقع‌شده که از آن جمله می‌توان به برقراری عدالت آموزشی، تأکید بر روش‌های انتقادی و گفتگو محور، کاهش دیوان‌سالاری به منظور بروز قابلیت‌های طبقات مختلف در فعالیت‌های دانشگاهی (علمی، پژوهشی، فرهنگی، دانشجویی)، تأکید بر برنامه درسی چندفرهنگی، توجه به شیوه‌های کیفی به جای شیوه کمی در ارزشیابی، کاربرد و اجرای راهبردهای تدریس فعال و مشارکتی و تغییر در محیط‌های آموزشی اشاره نمود.
This study intended to explain the university social status and cultural reproduction for the purpose of the university applicable consideration based on the opposite factors of the hidden curriculum. This research was carried out based on the analytic-descriptive method; during which deduction was according to context analysis and re-contextualization. The research population was consisted of those theoretical textbooks which were related to the purpose of the study. Data, then, were gathered using indexing forms.The findings showed that the opposite elements of hidden curriculum in high education could be effective in establishing the position and attitude of social status and cultural reproduction of the student of special classes; whereas, it could be effective in disappointing middle and low class students from changing their present situation and condition. This happening which is under the effect of the opposite factors of high education hidden curriculum is conspicuous in some of the present research documents. Hence, at the end, a list of the practical sample considerations on the different dimensions of the opposite factors of the hidden curriculum is presented; among which are: making educational justice, emphasizing the critical and dialectic methods, decreasing the bureaucracy to display the capabilities of the different classes in the university activities (scientific, research, cultural, and student centered activities), emphasizing on the multicultural curriculum, focusing on the qualitative evaluation instead of quantities evaluation, applying active teaching strategies and changing the educational environments.
Adams, M. (1992).’Academic culture; The Hidden curriculum’.New Di-rection for Teaching And Learning, No 49. [online].
Ahola, Eric [Editor] (2001) – The Hidden Curriculum in Higher Education–Routledge.
Ahola, S. (2000). Hidden Curriculum in higher education: Something tofear for or comply to? Research Unit for the sociology for education -.Universityof Turku.
Alagheh band, Ali. (1994). Sociology of education, Tehran: ravan publications. [Persian].
Alikhani, M, H. Mehr Mohammadi, M. (2005). Unintended consequences (hidden curriculum) social environment of high school city and provide solutions to mitigate their negative effects. Daneshvar Raftar Journal, Year 12, No. 12, pp. 48-39. [Persian].
Apple, M. (1995). Education and Power. New York: Published by Routledge.
Ausbrooks, Ruby (2000). what is school’s Hidden curriculum teaching your child? ]online [ www.perentingteens.com/curriculum.sthm ]8aug 2001[.
Bagheri Noaparast KH, Tavassoli, T. Sajjadieh. N. (2010). The Approachs and Methods Research in philosophy of Education, Tehran; Researshing Complex Cultural-Society. [Persian].
Bernestein, B (1971). class, codes and control: Theoretical Studies Towards a Sociology of Language; Vol.1, London.
Bernestein, B. (2003). Class and pedagogic practice: The Structuring of Pedagogic Discourse, Vol IV, London Routledge, p: 63-93.
Bourdieu, p. (1973). Cultural Reproduction and SocialReproducation, in R Brown (ED). Knowledge, Education and Cultural Change,London:Tavistock.
Cohen B. (2010). Space To develop: haw architecture can play a vital Role in young children live-Scotland university kindom, cele exchange/6.
Coleman, j.s. (1988). "Social Capital in the Creation of Human Capital" American journal of Sociology, 94: 95-120.
Collins, j & f Thompson (1997)." Family, School, and Cultural Capital”, in L.j Saha (Ed). International Encyclopedia of the Sociology of Education: Oxford: pergamon
Durkheim, E. (1997). Education and Sociology, translated by Ali Mohammad Kardan, Tehran: Amir Kabir Publications.
Farasatkhah, maghsood. (2008). Review the existing and desired academic system evaluation with emphasis on higher education, Journal of Science and Technology Policy, First Year, No. 2. [Persian].
Fathi Vajargah, K, Bozorgi H. (2012). Hidden curriculum in fuenced By Psychical Environment,Journal of Higer Education curriculum studi, v3. No 5, p:26-40. [persian]
Fathi Vajargah, K. (2007). Curriculum: Towards anewidentity in curriculum: adescription of contemporary theories in curriculum. Tehran: Ayesh publication. [Persian].
Fisher Michael. R. (2000). underlining the hidden curriculum in conflict and pace education: further toward a critical conflict education and “conflict” pedagogy. Technical paper. No 10: pp 1-20.
Ghaneirad, M A. (2010). Interactions of university students and faculty in the development of social capital, Journal of Sociology, Volume seventh, No 1, pp: 3-29.
Ghoorchian, N Q .(1995). An analysis of the ongoing curriculum, a new discussion on unknown aspects of teaching, Journal of Research and Planning in Higher Education, No. 5.
Giddens, Anthony. (1994). Sociology, translated by Manochehr saborye kashani, Tehran: publicationsney.
Giroux, H. penna, A., pinar, W. (Eds). (1983). The hidden curriculum and moral education: Deception or discovery? Berkeley, Ca: McCuthan.
Green wood, ge, Bridges. cm, ware, wb and mclean, je. (1993). Student valvation of college.
Haerizadeh, A & et al .(2009). Investigate the effect social relations professor - student academic success of students (case study of Ferdowsi University of Mashhad), Journal of Social Sciences Faculty of Letters and Humanities Ferdowsi University of Mashhad, Year 6, No. 1.
Iraqiya, A., et al .(2009). Integrate appropriate strategies for developing multicultural curriculum, Journal of interdisciplinary studies in the humanities, period 2, No. 1, pp. 149-165. [Persian].
Jalali, M. (2007). Analysis of the relationship between social inequality and educational inequality, emphasizing the role of mediating variables, Journal of education, Year 23, No. 3. [Persian].
Kazemi, S., mahram, B. (2010). Explore the practice of educational administration As a component of the hidden curriculum in the valuable education of students, Journal of Curriculum Studies. Fifth year. Pp: 159-129. [Persian].
Lavasani, G and Durrani, K. (2004). The relationship between academic achievement and personal and family characteristics Undergraduate Faculty of Psychology and Educational Sciences, Tehran University Journal of Psychology, 34, No. 2.
Mahram, B. and Farokhzadh, MH .(2009). The role of teacher as a curriculum component in achieving entrepreneurship (case study of education systems - Applied Agriculture Jihad Khorasan Razavi, Educational Psychology Studies, No. 9. [Persian].
Mahram, B. Saki, P. Masood, A. Mehr Mohammadi, Mahmoud. (2006). Role components Hidden curriculum in Scientific identity Students (case study of Mashhad) publications studies curriculum. Pp: 29-3. [Persian].
Margplis,Eric. [Editor]. (2001). The hidden curriculum in hogher education. London Routledge.
Marks, G. & millan, j. (2003). Declining Inequality? The British journal of Sociology. vol. 54.
Mc Fadden, MG. & j.c.Walkerr. (1997). Resistance Theory, l. Jsaha (ed.), Internatinal Encyclopedia of the sociology of Educatin; Oxford; pergamon.
Mehr Mohammadi, M. (2008). Curriculum (views, approaches and perspectives) Tehran: publisher samt. [Persian].
MehrMohammadi, Mahmoud al. (2010). curriculum (views, approaches and perspectives), Tehran: publications astane ghodse Razavi, Fourth Edition. [Persian].
Norozi, R. A. Janat Fereidoni, T. Moshakelaye, M. (2014). The study of the erlationship between the hidden curriculum components and the national identity of high school students. Research in Curriculum Planning, Vol 2, No 15 (continus 42), pp: 110- 121. [Persian].
Oliverez, p. M. & W. G. Tierney. (2005). Show us The Money Low income students Families and finanicial Aid, centre for Higer Ed vcation policy Analysis.
Portelli Tohnp. (1993). Exposing The Hidden curriculum, curriculum studies. Vol 25. no 4. p: 346.
roshanaie, M. (2010). Individual and family factors on students compatibility with the academic environment, Journal of Research and Planning in Higher Education, No. 55, pp. 19-43. [Persian].
Safaei Movahed S, Ataran M. (2013). uncovring The hidden curriculum of supervisors selection in a faculty of mathem matics: A Qualitative Study, Research in curriculum planning, vol 10, No 11, p.1-12. [Persian].
Safaei Movahed S, Bavafa S .(2013). Towards Another Meta-Theory for understanding The hidden curriculum, Research in curriculum planning, vol 10, No 10, p: 76-96. [Persian].
Sobhaninejad, M. & Manafi Shrfabad, K. (2011). Sociology of Education (Foundations, Approaches, of course ... Index), Tehran: Ystrvn. [Persian].
Sobhaninejad, M. & Sadat Hosseini Yazdi, A. (2014). Review of correlation relationships and explanatory contribution of components of hidden curriculum with dimensions of research comprehensive approach of educational sciences students of Tehran public universities. Research in Curriculum Planning, Vol 2, No 14 (continus 41), pp: 116- 134. [Persian].
Townsend, Barbara. (1995). Is there a Hidden Curriculum in Higher Education Doctoral Programs? Paper presented at the Annual Meeting of the Association for the Study of Higher Education. November 2-5. [Persian].
Wentzel, k. R. (2003). Sociometric Status and adiastment in middle School: Alongitudinal Study. journal of Ealrly Adolescence, 23 (1), 5-