پديد آورندگان :
خاكزاد، فاروق دانشگاه تهران , رهقاني، مرضيه دانشگاه تهران - دانشكده روانشناسي و علوم تربيتي , حكيم زاده، رضوان دانشگاه تهران - دانشكده روانشناسي و علوم تربيتي , صادقي، عليرضا دانشگاه علامه طباطبايي - دانشكده روانشناسي و علوم تربيتي , صالحي، كيوان دانشگاه تهران - دانشكده روانشناسي و علوم تربيتي
كليدواژه :
سواد , سواد فرهنگي , دوره متوسطه , برنامه درسي , سنتز پژوهي
چكيده لاتين :
According to Piner, for a better understanding of the curriculum, cultural doors must be opened
and human experience must be integrated not only in the West but also in all societies and
countries. Education plays a key role in shaping cultural coexistence in multicultural societies.
Cultural literacy provides the ability for discovering information contained in different cultural
elements and is needed as a basis for introducing culture to society and accelerating the process of
cultural learning. Concerning Iran, cultural, racial, ethnic, religious and linguistic diversities are
amongst the most prominent factors that if ignored, despite many favorable opportunities that they
create, can lead to many social problems and challenges. Considering the importance of literacy
in the present century and the complexity of today's world, it is very important to pay attention to
the literacy issues in the curriculums, the development of desirable curriculums, and the impacts
they can have on their audiences. Considering this, the importance of secondary school education,
which is considered as the origin of adolescent education and which can affect adolescent beliefs
and attitudes cannot be declined by anyone. The observations and lived experiences of researchers
as teachers, however, can indicate that the current system of Iranian secondary education is not
effective in this regard. Considering this, the programs presented by the system are centralist and,
there is no trace of deep cultural education in it. The results of research conducted in the field of
cultural literacy in relation to the country's secondary school curriculums can indicate that no
coherent and effective attempt has been made to develop curriculums based on cultural literacy in
the Iranian educational system. Furthermore, to the present researchers' knowledge, no study has
investigated the components of cultural literacy in Iranian secondary school education. Therefore,
this study, benefitting from a combination of different models designed with a focus on the
components of cultural literacy, is an attempt to identify components of cultural literacy in Iranian high school education and to examine the nature of the identified components. The results of this
meta-synthesis study can serve as a guide and provides a model for the country's education policy
makers who are concerned with globalization and also curriculum designers who are trying to
design a model in response to the society's new needs arising from dealing with other cultures. In
general, this study aims to provide appropriate feedback necessary for producing change in the
existing curriculums through extracting the most important components of cultural literacy in
relation to high school students. Accordingly, a qualitative research approach and a meta-synthesis
method (Sandlowski & Barros, 2006) was used for collecting data in this study. The study sample
was selected using the acceptance criteria and the Critical Appraisal Skills Programme (CASP)
checklists was used to assess the quality of the obtained data. The data was then analyzed through
content analysis and coding. The validity of the findings, the agreement between the two coders
was then measured and approved. Based on the analysis results, 4 dimensions and 14 components
were identified. Furthermore, the cultural self-awareness dimension included multicultural
literacy, practical skills, academic skills, familiarity with symbols, and life skills. The critical
thinking dimension consisted of higher level thinking, correct reasoning, knowledge segmentation,
context of use, and process. The responsibility dimension included the two components of
individual responsibility and social and civil responsibility. And, finally, the effective leadership
dimension included the cultural requirements of future societies and influential global roles. The
results of this study can provide researchers, education planners, and those involved in the field of
education with a basis for considering cultural literacy as an important issue in research and
education. Considering the fact that the ultimate goal of a meta-synthesis study can be the
emergence of new fields of research and based on the findings of this study, the present authors
suggest researchers interested in the field of culture and multiculturalism to conduct further studies
for identifying more cultural literacy components, to understand major challenges for developing
cultural literacy in different communities, and to look for solutions for responding to those
challenges. In addition, future researchers can benefit from the components extracted in this study
for designing an optimal cultural literacy curriculum for high school students. Considering the
effective role of teachers as key elements in the country's education system, future studies can also
focus on how teacher competencies can be used for teaching cultural literacy to students. Finally,
as the implementation of the cultural literacy curriculum would not be possible without identifying
the obstacles to its development, future researchers are suggested to identify the internal and
external barriers against the development of cultural literacy and to provide solutions to overcome
them.
