فصلنامه مطالعات برنامه درسی
پیاپی 15 (زمستان 1388)

If globalization is meant to be a happening event wherein awareness is essential, then revisiting globalization and curriculum development to enhance the awareness of learners would be vital. The present study aimed to revisit globalization considering underpinning ideas of Derrida the contemporary philosopher. Derrida maintains that Western philosophy since the time of Plato has been rational; in a way that power is given to each of the binary terms preferred over its oppositional. Preference of speech over writing, philosophy over literature, and self over others are examples of this view. To avoid such dichotomies Derrida suggested a deconstruction and decentralization which set aside the polarity by considering the opposite side. Guided by this view, the present study looks at theories of globalization in general and economy oriented ones in particular to deal with complexity of globalization and its aspects in curriculum. Deconstruction as such would differentiate globalization from westernization and therefore, local culture is to be reflected in the curriculum. Finally, a shift from universal approach to globalization and technical views in favor of peculiarity along with emphasis on metaphorical nature of content and aesthetical critique was suggested.

Globalization has many cons and pros in various fields. Many philosophers, politicians, and scholars expressed different views based on their underpinning principles. This debate has resulted in various theories in politics, economics, culture, ICT, and globalization. Education is no exception and has been subject to similar theoretical debates. Views expressed so far on globalization of education by scholars and institutes have been mostly broad and general. In other words, they ignored the practical side of the issue and did not clarify what the defensible position towards the globalization is, and what action is required to be taken in this regard. In fact, efforts made already did not set a framework for action, nor had an impact on curriculum and instruction. This paper is not meant to review arguments made for and against globalization. Rather, the approach adopted here is in agreement with globalization of curriculum as a subsystem of the overall educational system. Given the possibility of global curriculum exchange, this paper suggested some views on curriculum and instruction along with their implications.

One of the consequences of globalization influenced by information and communications technology.is the intense comoression of time and space This has led to essential changes in traditional time and space structures in the areas of culture and education and in particular religious education.Since religious education is meant to strengthen, distinguish and segregate a specific faith based on traditional time and space structures, it appears to be in contrast with a borderless world featured with time and space unification and failing traditional life structures. This raises questions concerning the possibility of taking an effective, modern, and progressive approach to curriculum in religious education as an alternative consistent with globalization and its implications. Considering the concept of education, religiousity, religious education, globalization this paper deals with assumptions of a religious education as an option.

The present study examined the extent of citizenship knowledge and social responsibility among students in the midst of globalization. In this survey study a questionnaire developed by the researchers was administered to a stratified random sample of 380 students studying at Mazandaran University. Results indicated that students had a high level of citizenship knowledge, whereas their social responsibility was about mean and above. No difference was found between males and females. Finally, citizenship knowledge and social responsibility were found to be correlated.

To increase awareness of learners about peace and conflict management is emphasized in all educational systems. Therefore, to cultivate skills of coexistence, understanding, tolerance and friendship among nations as a paradox and challenge in globalization process are placed on the agenda of institutes affiliated to the United Nations. Since the educational system in Iran is text oriented, therefore, textbooks may have crucial impact on depth and way of thinking of learners. In fact, the content of textbooks is one of socialization factors facilitating dialogue in a pluralistic environment. Therefore, the present study, using content analysis, examined the impact of the humanities textbooks taught at secondary level on peace education, based on concepts of "we", "others", and "relationship of Iran with other countries". Results indicated that the main direction of textbooks is based on preserving national solidarity and territorial integrity, raising awareness about enemies, colonial policies of the West, imbalance of power in the world, international political, economic, and cultural interactions, as well as encountering conspiracy and enemy attack.

The philosophy behind this article is that the international concerns regarding the positive and negative effects of globalization are increasing, particularly for the national development and localization (بیل-روسی and دیزای, 2005; تی, 2003; بارکر, 2000). The appropriate management of the issues relating to the globalization and localizing the education for decreasing the problems and increasing the benefits for local community inevitably is a key subject in the educational development, specifically in the developing countries (کرافورد andکربای, 2008; فرایدمن, 2005; آیار،براون، و لادر, 1996; فولر2, 1994). The purpose of this article is describing the concept of globalization (سیاره ای شدن) of the educational curriculum and syllabus and yet staying localized. This is analyzed through the research method of descriptive-comparative of هیکلر and the typology of multiple theories of curriculum, and an educational pattern will be offered for curriculum and syllabus in Iran. The theories of Tree, Crystal, DNA cage, Fungus and Ameba (چنگ, 2005) emphasize the global dependence and local biases. This typology can offer a range of recommendations for educational philosophers, curriculum developers, educationalists, and teachers in order to regulate new educational strategies for territorial, local, national, zonal, and continental educational development. Also, the educationalists would learn how to shift from the Cage pattern to Crystal or DNA pattern, and how to organize national and local, personal and institutional learning in line with developing critical thinking, mental clarity, and opportunist knowledge through eliminating traditional methods and replacing them with virtual methods, Information and Communication Technology and etc. We hope that the theories and ideas offered in the present article have some benefits for national and international efforts to globalize education in favor of future generations in the new millennia.

The purpose of this study was to examine the adequacy of instructional time allocation for Y3 high school from the viewpoint of stakeholders of girls high schools in Tehran. The target population of this survey study included female Math teachers and students in 19 school districts of Tehran as well as the curriculum specialists of the Ministry of Education. Data were collected using a questionnaire developed by the researchers. Results indicated that in general the time slot allocated to course was by no means adequate. To teachers and students, the time slots did not meet the requirements of the course. In contrast, the ministerial curriculum specialists had an opposite viewpoint and maintained that the time allocated fit the purpose.