جستجوی مقالات مرتبط با کلیدواژه "آموزش های فرهنگی" در نشریات گروه "علوم اجتماعی"

This research is conducted with the objective of identifying the components of multicultural education and using the qualitative research method of metastases. All stages of Meta-Synthesis are based on Erwin's six-step model. The research community includes all the authentic Persian scientific articles that were published in the period of 2013-2021. By analyzing and reviewing articles related to multicultural education, articles were removed and selected. Among the 868 articles, based on the following criteria: research title, research method, research language, a number of eleven articles have been selected. In order to analyze the findings, each article is analyzed without considering the conceptual framework. The process of data analysis began by rereading the findings from each article and gradually progressed to the synthesis and interpretation of findings across studies. Similar and different findings are coded and classified. Thematic analysis method has been used in the coding process. Finally, with repeated reviews and decisions, 3 main themes and 11 sub-themes of the components of multicultural education have been identified and presented. The results of the surveys show that in order to realize the components of multicultural education, the curricula should be distanced from monoculture and be presented in line with the interests of all cultures.

Knowledge and perspective about cultural studies have been debated extensively in the global academic spaces and partly within Iran. However, the pedagogical requirements of this tradition have rarely been a topic for discussion. As a matter of fact, cultural studies’ project inevitably requires teaching critical skills and analyses in classrooms. Relying on educational experiences of the author, the current paper aims to introduce some major challenges in the process of cultural studies pedagogy. Reliance on a formal teaching separated from social context, ambivalence and confusion on the concept of culture and cultural theory, difficulties in providing critical teaching and drawing boundaries of popular culture are amongst the major challenges faced by academics attached with cultural studies in Iran. It therefore can be argued that to be efficient and dynamic, and to preserve its distinction as a critical discipline, cultural studies needs today to employ educational initiatives that not only serve multi-layered historical understanding of Iranian society and culture but also fit with a reformistic cultural policy-making.

The dramatic changes that have taken place in the field of information and communication in the present age have led to fundamental changes in various parts of human life. The important point is that the emergence of virtual technologies is not just a conventional technical development but contains a cultural nature. The university is also one of the institutions that has been particularly affected by these developments. Such conditions have changed the relationship between students and professors, their way of accessing information and resources, creating and sharing educational content, and so on. The purpose of this article is to study the experience of virtualization and academic culture. This is a qualitative research that has applied a phenomenological method with semi-structured interviews. Participants were purposefully selected from among students, graduates, faculty members, and university administrators. Data were analyzed using the thematic analysis technique which resulted in 10 semantic clusters. The results of the interviews show a duality in responses, with some interviewees emphasizing the functions of virtualization in university culture in terms of communication, education and lifestyle. They believe that virtualization has opened doors to universities. The other category, however, explains the negative consequences of virtualization in academic culture and its various dimensions. The results indicate that with virtualization, important changes have occurred in various dimensions of the university culture that should be considered at micro and macro levels.

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.

Regardless to pathologic point of view, this paper attempts to investigate methods, in order to develop cultural educations through computer games by insisting on “Gamification”. This method therefore uses gaming style in environments irrelevant to computer games, which is one of the most recent methods used by giant companies. Among “Learning Theory”, “Observatory learning theory of Bandura” and from “Game Theory”, “Garnie's Theory and Clare's Motivational Model” selected as the principal theories. Hence, a survey is provided in five main sections that are, personal specifications, the importance of computer-games’ elements in teaching and learning, the amount of intercommunication between games’ elements and importance of interventional elements presented to this area’s experts to respond, such as producers, technical experts and pundits. New findings report that in cultural educations the most important parameters between games’ elements are “Game-play and directing the procedure of the game”, and in analyzing the intercommunication between games’ and learning elements, the hugest amount of correlation belongs to the element of “the possibility of playing in a group” and “ competition motivation”. It also suggests that for producing computer games including cultural materials, concerning about which element will lead to more effects on users. Suggesting applicable ideas to cultural directors of a country, suggesting a Persian expression for this purpose and presenting the amount of intercommunication between games’ elements and learning-teaching elements is the outcome of an innovation from this research.