Abstract

Introduction:Education is a fundamental tool for the development of society, and its quality has a direct impact on the formation of future generations. The education system should be designed in a way that is democratic, fair, and free from any discrimination, while respecting human rights, culture, and religious values. In this regard, the representation of cultural identities in the curricula of multicultural schools is of particular importance, as these schools play a key role in creating a platform for constructive interaction between different groups. If cultural representation in educational content is not done properly, some identities may be ignored or presented in a stereotypical and distorted way, which can cause feelings of alienation and discrimination among students. Therefore, curricula should be designed in a way that welcomes cultural diversity and respects different identities. In this way, future generations can grow up in an atmosphere that is open to differences and strengthen their individual and social identity. Despite the pervasive importance of multiculturalism in curriculum development and its key role in the formation of students' individual and social identities, the accurate and fair representation of cultural identities still faces major challenges. Insufficient attention to detail in presenting diverse cultural content can lead to the distortion and stereotyping of minority identities, which in turn creates feelings of alienation and discrimination among students. This problem not only hinders the development of students’ social and cultural skills, but also has a negative impact on intercultural interactions and social cohesion in schools. Education is a fundamental tool for the development of society, and its quality has a direct impact on the formation of future generations. The education system should be designed in a way that is democratic, fair, and free from any discrimination, while respecting human rights, culture, and religious values. In this regard, the representation of cultural identities in the curricula of multicultural schools is of particular importance, as these schools play a key role in creating a platform for constructive interaction between different groups. If cultural representation in educational content is not done properly, some identities may be ignored or presented in a stereotypical and distorted way, which can cause feelings of alienation and discrimination among students. Therefore, curricula should be designed in a way that welcomes cultural diversity and respects different identities, so that future generations can grow up in an atmosphere that is open to differences and strengthen their individual and social identities. Despite the pervasive importance of multiculturalism in curriculum development and its key role in the formation of students’ individual and social identities, the accurate and fair representation of cultural identities still faces major challenges. Insufficient attention to detail in presenting diverse cultural content can lead to the distortion and stereotyping of minority identities, which in turn creates feelings of alienation and discrimination among students. This problem not only hinders the development of students’ social and cultural skills, but also has a negative impact on intercultural interactions and social cohesion in schools. Therefore, identifying existing barriers and providing practical solutions to improve the representation of cultural identities in curricula is a fundamental necessity in creating a supportive and multicultural environment.

Method: The present study was conducted within the framework of an interpretive model, with a qualitative approach and phenomenological method. In this research, teachers' diverse perspectives on the implementation of multicultural education in schools were examined. The statistical population of the study included teachers from Kermanshah schools, from whom 15 people were selected through purposive sampling. Data were collected through semi-structured and in-depth interviews. In these interviews, researchers sought to better understand the teachers' experiences by using exploratory questions such as "Please explain more about this." For data analysis, Yaronin's (2004) model was used, which includes the steps of determining the phenomenon under study, interviewing selected samples, implementing interviews, text analysis, and data classification. The data analysis method was conducted in a continuous comparative manner, which is similar to theoretical coding in phenomenology. The researchers first identified the different ways teachers understood multicultural education, then explored the connections between these understandings and interpreted the inferred meanings. The process of implementing and coding the data was carried out without delay, starting with the first interview. This allowed the researchers to identify information gaps and fill them in subsequent interviews. As a result, data were collected in greater depth.

Results: The present study was conducted within the framework of an interpretive model, with a qualitative approach and phenomenological method. In this research, teachers' diverse perspectives on the implementation of multicultural education in schools were examined. The statistical population of the study included teachers from Kermanshah schools, from whom 15 people were selected through purposive sampling. Data were collected through semi-structured and in-depth interviews. In these interviews, researchers sought to better understand the teachers' experiences by using exploratory questions such as "Please explain more about this." For data analysis, Yaronin's (2004) model was used, which includes the steps of determining the phenomenon under study, interviewing selected samples, implementing interviews, text analysis, and data classification. The data analysis method was conducted in a continuous comparative manner, which is similar to theoretical coding in phenomenology. The researchers first identified the different ways teachers understood multicultural education, then explored the connections between these understandings and interpreted the inferred meanings. The process of implementing and coding the data was carried out without delay, starting with the first interview. This allowed the researchers to identify information gaps and fill them in subsequent interviews. As a result, data were collected in greater depth.

Discussion and Conclusion: It can be concluded that the representation of cultural identity in the curricula of multicultural schools is a dynamic and multifaceted process that is influenced by individual, institutional, and social factors. While challenges such as centralized educational policies, cultural stereotyping, and lack of resources hinder the realization of multicultural education, solutions such as the development of diverse curricula, participatory teaching methods, and teacher empowerment can help create a more equitable educational environment. The results of this study emphasize that multicultural education requires a structural transformation in educational attitudes, methods, and policies. Such a transformation can transform schools into spaces in which students not only accept cultural differences, but also value them as opportunities for collective learning and growth. Finally, this study notes that the realization of educational justice depends on the recognition of cultural diversity and its reflection at all levels of the educational system.