Exploring the lived experience of teachers in marginalized schools about student in minority

Subject Areas : Research in Curriculum Planning

Mahbubeh Adiban ¹ , seyedmahdi sajadi ² , Ebrahim Talaee ³

1 - M.A. in Educational Sciences, Tarbiat Modares University, Tehran, Iran.
2 - Professor Department of Educational Sciences, Tarbiat Modares University, Tehran, Iran.
3 - Faculty member Department of Educational Sciences, Tarbiat Modares University, Tehran, Iran.

Received: 2018-05-06 Accepted : 2021-01-20 Published : 2021-02-19

Keywords: Border Education, multicultural education, phenomenology, Henry Giroux,

Abstract :

The present research aimed to Exploring the lived experience of teachers in marginalized schools about border student. Giroux's theory of border Education is adopted as a base of this Research. Research methods were qualitative method of phenomenological analysis. Eight teachers from three marginal schools of Yazd province were investigated. The description of teachers' perceptions of marginalize students through phenomenology and through semi-structured interviews. Findings were analyzed by validity data coding method based on Smith's method.After deep interviewing, five categories of teacher, student, curriculum, formal education, and family were identified and categorized into twelve categories and eleven sub-categories. The results show that existence of a centralized system and the topic of education, the type of family education, the lack of richness of the textbooks of indigenous knowledge are among the factors that make the formal education system of Iran empty of the presence of border education.

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