Analysis of categories of multicultural education in social studies textbooks for elementary education

The aim of this study is to analyze of categories of multicultural education in social studies textbooks of elementary education in Iran. This study is a kind of qualitative research and the qualitative content analysis with conventional approaches has been used in this study (inductive). Purposive sampling and sample consists of social studies textbooks third grade to sixth. These books were chosen because they have the greatest potential to deliver multicultural concepts. The analysis unit registered with the theme here is the image and field unit's textbook. To determine the reliability of the qualitative content analysis method with the inductive approach, the review was conducted in two stages, one after completion of between 10-50% of the categories and the other at the end of the work.Qualitative content analysis showed that the content of the books was used to promote cultural features and components, and the dominant culture, on the other hand, the sources identity of different cultures was ignored and national culture has been also highlighted. In these books multicultural education was very weak in the sense of cultural elements, different cultures or ignored and in some cases was shown in the form of images without description and was referred and was showed in strange manner. The content of the books was to pursue development of cultural assimilation and in all the categories extracted attention centered on the dominant culture can be seen.