ضرورت‌های آموزش چندفرهنگی و واکاوی عناصر و مؤلفه‌های تعلیم‌وتربیت چندفرهنگی
محورهای موضوعی : پژوهش در برنامه ریزی درسیاسماعیل مصطفی زاده 1 , نرگس کشتی آرا 2 , آذر قلی زاده 3
1 - دانش‌آموخته دکتری برنامه‌ریزی درسی دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
2 - دانشیار گروه علوم تربیتی، دانشگاه آزاد اسلامی اصفهان (خوراسگان)، اصفهان، ایران.
3 - استادیار گروه مدیریت و برنامه‌ریزی امور فرهنگی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
کلید واژه: مؤلفه‌های آموزش چندفرهنگی, تعلیم‌وتربیت چندفرهنگی, تنوع و تکثر,
چکیده مقاله :
وجود تنوع نژادی، قومی، زبانی، فرهنگی، در کشورهای مختلف، نظام‌های تربیتی آن‌ها را متعهد نموده تا پاسخی درخور و شایسته به پدیده تنوع و تکثر جوامع خود بدهند و به نحوی شایسته در برنامة آموزشی مورد توجه واقع شوند. تربیت چندفرهنگی، رویکردی است که در پاسخ به تنوع و تکثر فرهنگی در یک جامعه و نظام تربیتی آن اتخاذ می‌شود. این مطالعه با هدف بررسی چیستی و دلایل توجه به برنامه درسی چند فرهنگی و شناسایی مؤلفه‌های آن انجام گرفت. روش پژوهش کیفی و از نوع تحلیل محتوا بود. به‌منظور جمع‌آوری اطلاعات از همة منابع در دسترس در حوزة تعلیم‌وتربیت چندفرهنگی موجود در کتابخانه چاپی و الکترونیک (پایگاه‌های اطلاعات علمی معتبر) استفاده شد و با به‌کارگیری نظام مقوله‌ای قیاسی مورد تجزیه‌وتحلیل قرار گرفت. یافته‌های این پژوهش ضمن مشخص کردن ضرورت‌های تعلیم‌وتربیت چندفرهنگی (واقعیت‌های اجتماعی جامعة ایران، منزلت و کرامت انسانی و لزوم احترام به فرهنگ همة انسان‌ها، فقدان آموزش چندفرهنگی در نظام تربیتی کنونی، جهانی‌شدن و الزامات آموزشی ناشی از آن، ضرورت‌های تربیتِ معلمان آشنا به آموزش چندفرهنگی) نشان داد که توجه به برنامة درسی چندفرهنگی در آموزش، در شرایط کنونی جهانی و ملی یک ضرورت اجتناب‌ناپذیر است و در پایان مؤلفه‌های آموزش چندفرهنگی مورد شناسایی قرار گرفتند که به‌طور خلاصه می‌توان موارد زیر را اشاره نمود: آموزش ضد تبعیض نژادی، پذیرش تنوع و تکثر، همزیستی مسالمت‌آمیز با گروه‌های دیگر، رعایت عدالت تربیتی، انعطاف در برنامه‌های درسی، تنوع در استفاده از روش‌های تدریس، تنوع در استفاده از مواد آموزشی، حق حفظ زبان‌های اقلیت.
Existence of racial, ethnic, linguistic, cultural diversity, in different countries committed their educational systems to respond decently & worthly to plurality & diversity of their communities and are considered decently in educational curriculum. Multicultural education, is an approach that, is adopted in response to cultural diversity in a society and its educational system. This study was aimed to investigate quiddity and reasons for considering the multicultural curriculum and identify its components. Research method was Qualitative and from the type of content analysis. To collect information all available sources of multicultural education in print and electronic libraries (valid databases) were used & was analyzed using the inductive category. The findings of this research along with specifying the necessities of multicultural education (Social Realities in Iran Society- the necessity to respect the human dignity of all human beings- The lack of multicultural education in the current educational system- Globalization & training requirements resulting from it- the need for training familiar teacher with the educational system of Multicultural Education) showed that,attention to multicultural education curriculum, at global and national situation is an inevitable necessity. At the end of the study,the components of multicultural education were identified. In summary, the following were noted: Anti-racism education, acceptance of diversity & plurality, peaceful coexistence with other groups, regarding educational justice, flexibility in educational programs, variety in using of teaching methods, and so,variety in using of educational materials, to protect minority languages.
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