تحلیل برنامه درسی مطالعات اجتماعی سه سال دوره اول متوسطه ازنظر میزان توجه به مؤلفه‌های آموزش چندفرهنگی

Analysis of Social Studies Curriculum in the First Three Years of Secondary School in Consideration of Multicultural Education Components

Abstract

The main purpose of this paper is to analyze the content of first-grade social studies textbooks (seventh, eighth and ninth grade) based on the components of multicultural education in order to identify the amount of attention paid to this component.The method used in this paper was descriptive and content analysis. The method used to describe the data frequency, percentages, tables, and content analysis of the research, the chi-square test was used and the unit of analysis is the pages (text, images and activities) of the book.The population of the study consisted of three volumes of first-year compilations of social studies in 2016 and included a total of 489 pages of first-year social studies books.The results of the data analysis showed that the differences between the seventh, eighth and ninth grade social studies textbooks were significant and meaningful in regard to the components of multicultural education. Disregard for a number of components is found in the content of books that need attention in subsequent editions.Based on the findings of this study, among the ten components of multicultural education, the most attention was paid to the components of 1, including; Reflection and acceptance of ethnic, racial, environmental, religious and religious diversity in the curricula. 4, Support the preservation and transfer of ethnic and cultural heritage,6 Strengthening solidarity and social integration and Social inclusion 8- Making the child aware of other cultures, societies and lifestyles 9- Increasing interactive skills like;(tolerance, empathy, trust, etc.) among ethnicity and races. but the other five components have received little attention.
Keywords: Social Studies, Secondary School, Components of Multicultural Education, Content Analysis
Considering multicultural education and incorporating multicultural educational principles and practices, especially after the general theoretical turn of sociology after the 1960s and 1970s, is now seen as a cultural and social process aimed at creating an egalitarian and democratic society. . Such an approach, by rereading and recalling marginalized elements and disadvantaged social groups, challenges any verbalization and acute centralism, both at the level of education and in social structure (Ahmadrash, 2019).
Obviously, this framework requires the provision of the necessary cultural and educational backgrounds through the educational system and its curricula. In fact, "predicting the proper mechanism for bringing cultures closer, understanding and interacting with one another in peaceful coexistence and eliminating social misunderstandings is doubly necessary. In this respect, one of the fundamental missions of the education system in multicultural societies is the design of culturally sensitive curricula and responsive to multicultural characteristics. ”
The present study also attempts to analyze and evaluate this issue in the new social studies curricula of the first secondary school, by understanding the importance of multiculturalism in the social studies curriculum. The following questions can be asked: To what extent has the social studies curriculum focused on equality of opportunity for different cultural groups? Is this attention homogeneous? To what extent has the social studies curriculum allowed you to accept ethnic, racial, environmental diversity? Has the respect for language, religion and customs, cultural values and others been taken into consideration?
Research Questions
1. To what extent has multicultural education been addressed in the context of first-grade secondary school social studies textbooks (Grades 7, 8, and 9)?
2. To what extent has multicultural education been addressed in the illustrations in the textbooks of social studies in secondary school (Grades 7, 8, and 9)?
3. How much attention has been paid to multicultural education in the activities of first grade (seventh, eighth and ninth) social studies textbooks?

research method
The research method was "content analysis" . Content analysis has several stages, the most important and most sensitive being the definition and definition of the system of classes or categories. In this study, library method was used and books and researches were studied and the categories were identified using expert consultation.
In this study, the text, image, and activities of the social studies textbooks of the first, second, and third grades of the first high school are examined, which are: 1 - Reflection and Acceptance of Ethnic, Racial, Environmental, Religious Diversity And Religious in the curriculum 2 - Supporting education in the mother tongue 3 - Promoting interaction and understanding of cultures and groups 4 - Supporting the preservation and transmission of cultural and ethnic heritage 6- Strengthening social solidarity and social responsibility 7- Growing ethnic and cultural literacy 8. Child awareness of other cultures, societies and lifestyles 9. Increasing awareness Interactive rats (Vbrdbary of tolerance, tolerance, empathy, trust, etc.) among racial groups 10 - Create critical and questioning spirit in people.
Suggestions
Based on the findings of this study, among the ten components of multicultural education, the most attention was paid to the components of 1- Reflection and acceptance of ethnic, racial, environmental, religious and religious diversity in the curricula. Vocational culture 6 - Strengthening solidarity and social integration 8- Child awareness of other cultures, societies and lifestyles 9- Increasing interactive skills (tolerance, tolerance, empathy, trust, etc.) among ethnic groups but have The other five components received the least attention, even the native language support component of at least 8 items in the three educational levels.
1. Based on the findings of the study, it was found that in the content of first grade social studies textbooks, the ten elements of the multicultural education components do not have the same distribution and balance. The native language, critical thinking and questioning spirit of the people in this content (text, images, and activities) are generally neglected. This should be of particular interest to authors and curriculum developers.

2. Based on the findings of another section of the study, it was found that the content of the first high school social studies textbooks (seventh, eighth and ninth) of the ten elements of multicultural education components do not have a balanced and homogeneous distribution. Therefore, curriculum developers and textbook writers are advised to balance design and content of social studies textbooks at all three levels, as well as the principle of balance and proportionality in content presentation.