Synthesis of Multicultural Education Studies in Iran

Subject Areas : Research in Curriculum Planning

Somayeh Saebi ¹ ( Curriculum planning Ph.D. student, Science and Research Unit, Islamic Azad University, Tehran, Iran )
alireza assareh ² ( Professor, Department of Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran )
Narges Keshtiaray ³ ( Associate Professor, Department of Educational Sciences, Islamic Azad University, Isfahan(Khorasgan) Branch, Isfahan, Iran )
Alireza Sadeghi ⁴ ( Associate Professor, University of Tabatabaei, Iran. )

Received: 2022-10-24 Accepted : 2023-09-09 Published : 2024-01-21

Keywords: Iran, multicultural education, Synthesis research,

Abstract :

The present research aimed at the research synthesis of multicultural education studies in Iran. The research had a qualitative research synthesis method, and its statistical population consisted of domestic multicultural articles from 2002-2022. A total of 35 articles were selected as research samples using purposive sampling until theoretical data saturation. The scientific sources were analyzed through six steps adapted from Gough, Oliver, and Thomas (2012). Further, the results were coded and categorized based on Klein's nine curriculum levels, and then the model was designed. Based on the results, the objective element comprised justice orientation, revival and development of culture, and unity and solidarity. The content element comprised content flexibility and multicultural content. The learning activity element included multicultural activities and tasks. The teaching-learning strategy element comprised diverse teaching, recognition of ethnic groups, and teaching multicultural teachers. The grouping element included group strengthening and multicultural grouping. The educational content element included the diversity of sources and multicultural knowledge. The time element comprised time diversity, and scheduling. The place element included spatial diversity and multicultural diversity. Finally, the evaluation element comprised diversity in evaluation, and multicultural evaluation. Based on the results, the model had the necessary validity.

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