جايگاه قوميت در برنامه هاي درسي رسمي رشته علوم انساني(مورد مطالعه: دروس جامعه شناسي و تاريخ نظام جديد دوره دوم متوسطه)

The Position of ethnicity in formal curriculum of Humanities discipline (Case Study: Sociology and History books in the New Secondary School System)

هدف اين پژوهش بررسي جايگاه قوميت در برنامه هاي درسي رسمي رشته علوم انساني نظام جديد دوره دوم متوسطه بود. اين پژوهش از نوع توصيفي و شامل تحليل اسنادي و تحليل محتواي آنتروپي شانون بود. واحد تحليل محتوا؛ متن، تصاوير و فعاليت هاي كتاب هاي درسي بوده است. روش نمونه گيري پژوهش هدفمند و نمونه پژوهش شامل 6 جلد كتاب هاي تاريخ، جامعه شناسي دوره متوسطه دوم بوده است. روايي محتوايي ابزار پژوهش با استفاده از نظر متخصصان در مورد ميزان هماهنگي محتواي ابزار اندازه گيري و هدف پژوهش تاييد شد. از طرف ديگر، به منظور حصول اطمينان از پايايي آن، از روش اسكات استفاده شد كه براساس ضريب پايايي بدست آمده(79) ابزار مورد استفاده كاملاً پايا بود. بر اساس يافته هاي پژوهش فقط 4 درصد از بخش هاي سه گانه محتواي كتاب هاي بررسي شده به مؤلفه هاي مطلوب قوميت توجه داشته است. علاوه بر اين يافته هاي حاصل از تحليل آنتروپي شانون نشان داد ميزان توجه به مولفه هاي مطلوب قوميت نرمال نيست. با استناد به اين يافته ها مي توان اذعان داشت كه جايگاه قوميت در برنامه هاي درسي رسمي جامعه شناسي و تاريخ رشته علوم انساني نظام جديد متوسطه دوم تا حدود زيادي مغفول مانده است. از اين رو، با توجه به متكثر بودن جامعه ايران پيشنهاد مي شود كه در برنامه هاي درسي رسمي رشته علوم انساني دوره متوسطه دوم كاملاً بازنگري شود به طوري كه مؤلفه هاي لازم براي آموزش چندفرهنگي و تنوع قومي ايران را مورد پوشش قرار دهد.

Introduction Considering that the Iranian society is a rainbow of different cultures of different ethnic groups, the prerequisites and requirements of life in this country should be considered based on the principles of multicultural life. Accordingly, it is necessary for the country's curricula to play the role of multicultural education and disseminate it in different ways. Therefore, examining the status of ethnicity in one of its most special areas, namely curricula, is an urgent and vital need and should be considered in curriculum studies. The purpose of this study was to investigate the status of ethnicity in formal curricula of Humanities discipline in the new secondary education system. Method The research method used in this study was documentary analysis and Shannon's entropy content analysis. The content analysis unit consisted of text, images, and textbook activities. The statistical population included 51 books in the field of humanities in the second secondary school. The research sampling method was purposeful sampling and the research sample included 6 volumes of history and sociology books of the second secondary school. Results The findings of the present study showed that out of 2467 recorded units, only 122 units were in the case of the 22 desirable components of ethnicity. In other words, only 4% of the content of the books have paid attention to the desirable components of ethnicity. In addition, the findings of Shannon's entropy analysis showed that the highest amount of information load and the significance coefficient among the desirable components of ethnicity related to the component of "addressing the concept of peace and friendship between different ethnic groups" with the value (0.1280) and the lowest of information load and significance coefficient to the components of "Iintroducing different ethnic groups", "creating mutual understanding between different ethnic groups", "The role of all cultures in the formation of Iranian civilization", " Introducing different religions and sects of Iranian ethnic groups", "Awareness to prevent prejudice against different ethnic groups "," Introduction of language and ethnic dialect of different ethnic groups "," Awareness of the geography of life of different ethnic groups "," Helping to tolerate dissenting opinions ", and finally Reflecting the language, literature and music of different ethnic groups . Discussion Research findings showed that ethnicity in formal curriculum of Humanities discipline in the New Secondary School System remained largely neglected. Various causes have been effective in this situation. Factors such as the ignorance of policy makers about how to design and develop appropriate curricula with multicultural components; confrontation and resistance of educators an‎d learners in learning different cultures, the inflexibility of the centralized educational system, the trustworthy and taboo view of ethnicity, the belief in the distorting role of ethnicity in national unity. Therefore, given the multiplicity of Iranian society, it is suggested that the official curriculum of Humanities discipline in the New Secondary School System be thoroughly revised to cover the components necessary for multicultural education and Iranian ethnic diversity.