Tracing components of educational equality in primary school social studies curriculum

The main objective of this study is to evaluate the status of educational equity in intended, implemented and achieved curriculum of social studies in primary school in the academic year of 2015-2016, based on McCowan model. On the basis of current research in which social issues such as multiculturalism, gender and socioeconomic status have been highlighted, four volumes of Social Studies textbooks are used as the "intended curriculum". In addition, 12 teachers of primary school teaching grades 3 to 6 are selected to check "implemented curriculum" and 12 parents of primary school students from 3 to 6 (three parents from each grade) aree selected to check the "achieved curriculum". The participants are selected through purposive and snowball sampling. In the intended curriculum, in terms of gender component, mother's role for girls and economic role for boys are emphasized. Moreover, there is no emphasis on cultural diversity and, in the socio-economic component, the emphasis is on urbanization and middle class. Also, in the Implemented curriculum, for gender component the emphasis is on the role of motherhood for girls and economic role for boys. In terms of cultural diversity, teachers, do not consider themselves as promoters of cultural diversity. And they emphasize urban middle class in socioeconomic component. In addition, in the achieved curriculum, both girls and boys maintain similar views about job, achieving and high social statues. Also, both groups exhibited intolerance toward cultural differences in their attitude and behaviors and emphasis higher socioeconomic circumstances.