بررسي جايگاه قوميت در برنامه هاي درسي نظام جديد دوم متوسطه(مطالعه موردي دبيرستان چندفرهنگي بخرديان بهبهان)

هدف از اين پژوهش بررسي جايگاه قوميت در برنامه هاي درسي رسمي و پنهان دوره متوسطه نظام جديد آموزشي در سال تحصيلي 98-97 بود. روش پژوهش در بخش اول پژوهش شامل تحليل اسنادي و تحليل محتواي كيفي بود. نمونه گيري در اين بخش هدفمند بود و شامل 6 جلد كتاب در قالب بيش از 960 صفحه از كتاب هاي تاريخ، جامعه شناسي دوره متوسطه دوم مي شد. واحد تحليل محتوا در اين بخش؛ متن، تصاوير و فعاليت هاي كتاب هاي درسي بود. در بخش دوم پژوهش نيز روش تحقيق كيفي و از نوع قوم نگاري بود و ابزارهايي چون ژورنال هاي دانش آموزي و مصاحبه هاي غيررسمي در جمع آوري اطلاعات به كار گرفته شد. در نهايت بر اساس يافته هاي اين پژوهش مي توان اذعان داشت كه جايگاه قوميت در برنامه هاي درسي رسمي و پنهان مقطع دوم متوسطه نامطلوب بود.

The purpose of this study was to investigate the position of ethnicity in formal and hidden curricula of the upper secondary school in the 2018-19 academic year. The research method in the first part of the research included documentary analysis and qualitative content analysis. Sampling in this section was targeted and included 6 volumes of books in the form of more than 960 pages of history & sociology books in the upper secondary school. The content analysis unit in this section was text, images, and textbook activities. In the second part of the research, the research method was qualitative and ethnographic. The sampling was purposeful and the participants included 30 students (Lor, Persian and Arab) and 6 teachers. Various tools such as student journals and informal interviews were used in collecting research information. Findings of the research in the first part showed that only 4% of the three parts of the content of the reviewed books have paid attention to the desirable components of ethnicity, which shows that the position of ethnicity in the content of official curricula of upper secondary school is not desirable. Also in the second part of the research in information analysis, various main themes including ethnicity neglect, teachers 'ignorance, different teachers' expectations, ethnicity as a cause of discrimination and the consequences of ethnic discrimination appeared. Finally, based on the findings of this study, it can be acknowledged that the position of ethnicity in the formal and hidden curricula of the secondary school was undesirable.