نمودها و فراوانی‌‌ی خشونت‌نمادین در برنامه درسی‌ی دوره ابتدایی مدارس تهران
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فرشته اشکان
1
,
کورش فتحی واجارگاه
2
,
محبوبه عارفی
3
,
مهناز اخوان تفتی
4
1 - دانشجوی دکتری برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی.
2 - استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.
3 - دانشیارگروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.
4 - استاد گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران.
کلید واژه: برنامه‌درسی, خشونت‌نمادین, دوره‌ی ابتدایی,
چکیده مقاله :
این پژوهش با هدف شناسایی و تبیین خشونت‌نمادین و فراوانی شیوع آن در برنامه درسی مدارس ابتدایی از دیدگاه آموزگاران و کادر اجرایی انجام شد تا ازطریق طرح مسأله و نگاه منتقدانه به تغییر برنامه موجود کمک کند. روش پژوهش پیمایشی و جامعه آماری آن آموزگاران و کادراجرایی مدارس ابتدایی شهرتهران درسال تحصیلی1401-1400 بود. حجم نمونه براساس جدول مورگان، 384 نفر تعیین که به روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. ابزارجمع‌آوری اطلاعات پرسشنامه پژوهشگرساخته بود. روایی محتوایی پرسشنامه با جمع‌آوری نظرات متخصصان و محاسبه دو شاخص روایی محتوایی (62/0 تا 1) CVR؛ (79/0تا1) CVIو روایی سازه با تحلیل عاملی تأییدی بررسی ومورد تایید قرار گرفت. پایایی پرسشنامه نیز با محاسبه آلفای کرونباخ (70/0) بررسی و تایید شد. داده‌های گردآوری شده در قالب جدول، نمودار و آزمون t تک نمونه‌ای، تحلیل شد. نتایج نشان داد که انواع خشونت‌نمادین با ماهیت‌های اجتماعی- فرهنگی، ایدئولوژیکی، اقتصادی، سیاسی و غیرفیزیکی درحد بسیارزیادی دردوره ابتدایی رواج دارد و می‌تواند ازطریق تمامی عناصر برنامه درسی اعمال شود. فراوانی آن در محتوای برنامه‌درسی درحد بسیارزیاد؛ در محیط اجرا، زمان آموزش، راهبردهای یاددهی- یادگیری، روش‌های ارزشیابی و جواجتماعی مدرسه درحد زیاد و دراهداف برنامه‌درسی، مواد و منابع آموزشی و معلم تا حدودی، شناسایی شد.
This study aimed to identify the examples and frequency of symbolic violence in the Iranian elementary school curricula according to teachers and school staff in order to help change the existing curricula by raising and critically addressing this problem. The statistical population comprised teachers and staff of elementary schools in Tehran in academic year 2021-2022. Based on Morgan’s table, the sample size was calculated as 384 people who were selected via stratified random sampling. The data were collected via a researcher-made questionnaire. The content validity of the questionnaire was confirmed by experts through content validity ratio (CVR) of 0.62-1 and content validity index (CVI) of 0.79-1. Its construct validity was confirmed via confirmatory factor analysis, and its reliability was 0.70 based on Cronbach’s alpha. The data were analyzed via tables, figures, and one-sample t test. The results revealed that, according to the respondents, different types of sociocultural, ideological, economic, political, and non-physical symbolic violence are widely common in elementary schools and can be imposed through all elements of the curricula. Its frequency was very high in the content of the elementary school curricula, high in the setting, the time of instruction, teaching-learning strategies, assessment methods, and the social atmosphere of schools, and to some extent in the goals of the curricula, teaching sources and materials, and teachers.
Adiban, M, Sajadi, S, Talaee, E. (2020). Exploring the lived experience of teachers in arginalized schools about student in minority. Research in Curriculum Planning. (17)40 (continus 67) winter 2020. doi.org/10.30486/jsre.2021.565190.1150
Amirou, R.,(2003).Consideraţii psihosociologice asupra noţiunilor de agresivitate şi .frustrarecomparativă. Gilles, F., Neculau, A., Violenţa. Aspecte psihosociale, Editura Polirom: Iaşi (pp.42-44).
Aprilianti1, L; Yulindrasari, H, (2020). Symbolic Violence in Early Childhood Education. Advances in Social Science, Education and Humanities Research, volume 538
Blomart, J. (2001). Preventing violence within the primary school environment. Violence in schools: Ten Approaches in Europe, Paris: ESF:(27-46).
Bourdieu, Pierre.. (1994) Theory of action (practical reasons and rational choice), Morteza Mardiha (2008). First edition, Tehran: Naqsh and Negar. P. 141.
Bourdieu, P., (2001). Meditații pascaliene, Editura Meridiane: Bucuresti(pp. 50-67)
Bourdieu, P. (2002). Language and symbolic power. Cambridge
Bourdieu, Pierre. (2007). Speeches about standing up against neoliberalism, Alireza Plasid, Tehran: Bakhtaran.
Cecilia Luiz, Maria.(2019). Pesquisa-Intervencao no Ensino Fundamental Anos Fonas: Convivivencias e Violensias Escolares. 4989 - Trabalho - 39ª Reunião Nacional da Anped (2019) GT13 - Educação Fundamental.
Elena, B. (2016). Objective violence and symbolic violence in schools. Studies on the perception of high-school students. International Journal of Social and EducationalInnovation (IJSEIro), 3(5), 53-60.
Fathi Vajargah, Kourosh. (2004). Examining the place of peace and war in elementary school textbooks. Journal of Human Sciences, 2(38); 25-48.
Farya, Helen. (2013). Violence in the history of philosophical thought. Abbas Bagheri (2011). Second edition, Tehran: Rouzfar.
Galtung, J. (1990) Cultural violence. Journal of Peace Research, 27(3), 291-305.
Ghaderzadeh, Omid. Ghadri, Behrouz. (2014). Multilevel analysis of violence: a survey study of violence among high school students in Saqqez city, Security and Social Order Strategic Research Quarterly, 5(12), 61-80.
Hazeri, Ali-Mohammad and Rezapour, Esmail. (2012). Studying some effective factors on the occurrence of students' resistance to school norms, a survey of high schools in Tehran. Iranian Sociology, 14(4):92-105.
Hedayati, Fereshteh (2019). Education and passion, enthusiasm, dexterity, dynamism, morality, color, motivation, hope, movement, find out that tomorrow is late. A New Approach Quarterly in Educational Sciences, 1(2), 77-69. DOI: 10.22034/NAES.2020.211717.1010
Huerta, A. H. (2018). Educational persistence in the face of violence: Narratives of resilient Latino male youth. Boyhood Studies, 11(2), 94-113.
James, J.)2000). Peace education: Exploring some philosophical foundations. International Review of Education, 50(1), 3-15
Jigău, M., Liiceanu, A., & Preuteasa, L. (2006). Violența în școală, București: Alpha MDN..
Lia Aprilianti, L & Yulindrasari, H. (2020). Symbolic Violence in Early Childhood Education. Advances in Social Science, Education and Humanities Research, volume 538. Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020). DOI:10.2991/assehr.k.210322.063
Mirhosseini, Z; Dogchi, Z and Nasiri, S. (2016). The role of cultural productions in not presenting violence among teenagers as social capital. Social Research, 9(34), 41-60.
Nairz-Wirth , E ., Feldmann & Spiegl, J.(2017). Habitus conflicts and experiences of symbolic violence as obstacles for non-traditional students. European Educational
Research Journal 2017, Vol. 16(1) 12–29.
Pişkin, M., Atik, G., Ç ınkır, Ş., Ogulmus, S., Babadoğan, C. & Çokluk, 2014.
The development and validation of Teacher Violence Scale. Eurasian Journal of Educational Research, 56: 1-24.
Rahimi Pordanjani, Y. Critique and analysis of the national curriculum document based on adapting to the educational needs of preschool and nomadic primary school students with emphasis on the native knowledge approach. Research in Curriculum Planning (18) 44 (continus 71) winter 2022. doi.org/10.30486/jsre.2022.1952485.2090
Riscal, S.A., Riscal, J.R., Stabelini, A. M.. (2016). The Invisible Violence: Symbolic Violence and Relations of Sociability in Brazilian Schools Journal of Education and Human Development, 5(4), 237-244
Ritzer, George. (1992). Sociological theory in the contemporary era. Mohsen Salasi. (1379). 4th edition, Tehran: Elmi.
Safaimovahed, Saeed and Izadifar, Afsaneh. (2016). Examining violent behaviors learned in school from the perspective of the hidden curriculum. Qualitative Research in Curriculum, 3(6):127-150. DOI: 10.22054/QRIC.2018.15855.92
Suardi, Andi Agustang, Jumadi.(2020). The Symbolic Violence Towards Pricate School Students Therough The Frame Stereotype in Bantaeng District of Indonesia, The International Conference on Innovations in Social Sciences and Education (ICoISSE) Bandung, Indonesia, July 25th.
Schutz, P. A., & Pekrun, R. (2011). Introduction to Emotion in. Emotion in education, 3.
Tahmasebi, Hossein. (2014). Analyzing the experience of school counselors and educators for the selection and application of the violence prevention curriculum. Master's thesis of Kurdestan University, Faculty of Humanities and Social Sciences.
Tiradentes, A. R. (2015). Violência Simbólica No Contexto Escolar: Discriminação, Inclusão E O Direito À Educação. Revista Eletrônica do Curso de Direito–PUC Minas Serro, (12), 33-48.
Wright, D. R., & Fitzpatrick, K. M. (2006). Social capital and adolescent violent behavior: Correlates of fighting and weapon use among secondary school students. Social Forces, 84(3), 1435-1453.
World Health Organization. (2016). World health statistics 2016: monitoring health for the SDGs sustainable development goals. World Health Organization.
Yarigholi, Behbud; Herfti Sobhani, Mohammad; Ghasabzadeh, Javad and Rahimi, Habibe. (2017). Teachers' experiences of the underlying factors of violence in schools, a phenomenological study. New educational ideas, (14) 1, 159-197. DOI:10.22051/JONTOE.2018.10043.1283
Žižek, Slavi. (2008). Violence, five looks. Translated by Alireza Paknahad (2008). 4th edition. Tehran: Ney Publishing
_||_