جستجوی مقالات مرتبط با کلیدواژه « هنری ژیرو » در نشریات گروه « علوم تربیتی »

This study aims to analytical-documentary method to identify the inadequacies and challenges of the critical curriculum of Henry Giroux from the perspective of the philosophical foundations of Islamic education. The research was qualitative in terms of the nature of the data and in terms of the type of analytical-documentary research method. The research sample in Giro's critical curriculum, books and articles published by Giroux during the years 1979 to 2018 and in the foundations of Islamic education were original researches in this field that were purposefully selected and analyzed by qualitative content analysis method. In this research, Giroux most important ideas in the essential elements of the curriculum, including goals (raising a democratic and Liberating citizen, hearing and paying attention to other voices, abandoning elitism and paying attention to public culture, eliminating racial discrimination and defending the rights of the oppressed, and Different groups of society, creation of a democratic and egalitarian society), content (attention to social and cultural conditions, relativity of knowledge and knowledge, reliance on social values, consideration of contexts, institutions and social structures), teaching-learning methods (discourse-oriented) and Evaluation (observation, interview, reporting, research, self-evaluation, narration) was analyzed. Despite the strengths of Giroux critical curriculum, including the emphasis on educational justice and attention to marginalized groups, in this perspective, there are also inconsistencies and challenges that are criticized in the system of philosophy of Islamic education. One of these criticisms can be the lack of goals based on metaphysical assumptions, the neglect of different areas of education in targeting (high emphasis on political goals), relativism in content, extreme pluralism in content (lack of attention to unity Slowness in the instruments of cognition, pure discourse in teaching methods, ignoring teacher's authoritarianism in teaching, the difficulty of interpreting the results in the evaluation.

The present research aimed to Exploring the lived experience of teachers in marginalized schools about border student. Giroux's theory of border Education is adopted as a base of this Research. Research methods were qualitative method of phenomenological analysis. Eight teachers from three marginal schools of Yazd province were investigated. The description of teachers' perceptions of marginalize students through phenomenology and through semi-structured interviews. Findings were analyzed by validity data coding method based on Smith's method.After deep interviewing, five categories of teacher, student, curriculum, formal education, and family were identified and categorized into twelve categories and eleven sub-categories. The results show that existence of a centralized system and the topic of education, the type of family education, the lack of richness of the textbooks of indigenous knowledge are among the factors that make the formal education system of Iran empty of the presence of border education.

The primary purpose of this paper is to explain the dialogical education with an emphasis on Giroux's perspectives. Accordingly, Giroux's views about education, school, knowledge, and ideology were studied and analyzed. We articulated that dialogue is the main feature of critical education and has a profound connection with human agency, democracy, and critique of ideology and also the point of view about human, culture (social and economic class), knowledge, ideology, and their relationship with each other. We argued that while we agree that the fundamental transformative documents of the Iranian education system emphasize the dialogue, there are significant challenges to accomplish dialogical education in this context.

The present research aimed to identify the implications of the multicultural curriculum of Michel Foucault and Henry Giroux on the reforming and redesign of the elementary school curriculum in Iran. The research method is analytical-indactive, research field of all digital and print resources related to subject, targeted sampling method, the means of these phishing forms, the method of analysis qualitative content analysis and assessment the validity of the findings through Professional judgment. The results Showed that issues such as dialectical analysis of daily experiences, border education, educational justice realization, coexistence ability acquisition, critical awareness, prevention and resistance to the reproduction of social inequality, listening and paying attention to the voices of the various groups and races of the society, turning away from elitism moving towards the attention of the general culture, paying attention to moral discourses, etc. can be considered based on Foucault and Giroux's educational ideas along reformist policy making and redefining the elements of the curriculum elementary school in Iran. The final product or output of this kind of curriculum is individually a learner and socially an active citizenship at the local, national, and global levels.

This paper was an attempt to improve the multicultural curriculum of Iranian educational system based on Michel Foucault and Henry Giroux's views, using conceptual analysis and deductive approach to research. Findings showed that multicultural curriculum is based on the concepts such as social justice, equality training and facilitating the educational experiences. Among the great thinkers of multicultural education, Michel Foucault and Henry Giroux have presented significant issues in the multicultural curriculum. Foucault considers education as more personal, specific and local, so that in the field of education, the tone of the curriculum and teacher should be polyphonic. Besides, Giroux considers education as being multicultural, supporting racial and ethnic minorities. Giroux believes that the curriculum should be the domain of emerging different sounds of culture, race and gender and no group should be marginalized. With regard to the educational ideas of Foucault and Giroux in the field of multicultural curriculum, we can use the assistant and complementary approaches such as, border education, critical education in education system, innovation in educational content, enhancing the critical thinking of students, qualitative research methods in teaching-learning process, and developing various school activities in order to improve the multicultural curriculum in Iranian educational system.

Henry Giroux considers teachers as transformative intellectuals and believes that teachers possess their own political and ethical roles and have obligatory attempt to materialize radical democracy within and without classroom. They should criticize the purposes, content, approaches and technologies of teaching. Also, they should criticize curriculum knowledge, and discover it’s underneath interests and ideologies. Giroux claims that teachers are one of the resistance resources against reproduction of the dominant system (hegemony) in education, and they can criticize their hegemony by means of breaking borders of dominant curriculum. Teachers should be possessed of enriched cultural studies, too, and study cultural differences and draw attention to them in classroom. They should make opportunities for all of the students so that they can communicate their own culture and history in classroom, and ultimately, by this way they can connect teaching up to their lives and culture. Teachers as common intellectuals, should be committed to establishing social justice and resistance against unequal relations of power, and they should endeavor accompanied by other agents and critics.