Multicultural Education

Purpose: The aim of this study was to investigate the position of ethnicity in formal and hidden curricula of the new secondary education system. Methodology: The present research method was qualitative analysis of content analysis which consisted of two parts. The first part of the research included documentary analysis and content analysis. 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. The content analysis unit consisted of text, images, and textbook activities. To evaluate the content validity was used experts' opinion about the degree of coordination of the content of the measurement tool and the purpose of the research. On the other hand, in order to ensure its reliability, Scott method was used. Based on the obtained reliability coefficient (79) it was quite stable. In the second part of the research, the research method was qualitative and ethnographic, and various tools such as student journals, photographs, semi-structured and informal interviews and observation were used to collect research data. To analyze the data in this section, qualitative content analysis was used by Smith method. Finally, to ensure the accuracy of the findings in this section, Triangulation method and re-referral of data to participants were used. Findings: The findings of the research in the first part showed that only 4% of the three sections of the content from the reviewed books paid attention to the 22 desirable components of ethnicity. Also in data analysis based on Smith method in the second part of the research, various themes including ethnicity neglect, teachers 'ignorance, different teachers' expectations, ethnicity as a cause of discrimination and the consequences of ethnic discrimination appeared. Each of them contained several sub-themes. Conclusion: Based on the findings, it can be acknowledged that the place of ethnicity in the formal and hidden curricula of the new secondary school system has been largely neglected. Therefore, due to the multiplicity of Iranian society, it is suggested that the curriculums of the secondary schools be completely revised to cover the necessary components for multicultural education and ethnic diversity in Iran.

Purpose: The present study was conducted with the aim of explaining the principles and logic of education in the mother tongue, a way to educational justice. Methodology: The research method in this study was qualitative. The statistical population includes 14 Buddhist experts and physicians who are experts in the field of curriculum and multicultural education. The sampling method was purposeful and criterion-based and was completed after 14 theoretical saturation interviews. Schematic analysis was also used to load internal information and collect interviews. The research tool for data collection was a semi-created interview. The reliability method has been used to ensure the reliability tool. Content analysis was performed to analyse the data. Findings: Findings A total of 38 codes were extracted in the form of six main themes with the titles of formation of socio-professional identity of learner’s education, comprehensive development of students, deep learning - student’s satisfaction and academic achievement, preservation of culture, customs, traditions And ethnicities - nationalities, a tool for social equality and the preservation of cultural, economic and cultural capital are categorized as the logic of education in the mother tongue, and the necessary foundations for education in the mother tongue include the basics of budget education such as reading, writing, arithmetic and Most important is the presence of a skilled educator or teacher who weakens the potential systems that cover the training. Conclusion: Based on the research findings, the components of student’s socio-professional identity formation, all-round growth of students, deep learning - student’s satisfaction and academic achievement, preservation of culture, customs, traditions and ethnicities - nationalities, a tool for social equality and preservation The value of cultural capital as logic and the necessary foundations for education in the mother tongue included the basic principles of education

Purpose: This study aims to examine the moral curriculum in Iranian schools in Dubai, assesses its alignment with the National Curriculum Document of the Islamic Republic of Iran, and proposes strategies for optimization. Methodology: A mixed-methods approach was employed, combining qualitative methodologies. Content analysis was conducted on moral education textbooks from grades one to nine used in Iranian schools in Dubai and the National Curriculum Document of Iran. Semi-structured interviews were conducted with 20 teachers and 5 curriculum planners to gain insights into teaching methods and evaluation practices. Colaizzi’s phenomenological method was used to analyze interview data, and thematic analysis was performed using qualitative data analysis software. Findings: The content analysis revealed that the moral curriculum in Iranian schools in Dubai follows a Western framework compatible with Islamic principles, emphasizing cultural studies, individual and social development, character-moral education, and civic studies. However, significant discrepancies were found when compared to the National Curriculum Document, which emphasizes virtues such as patience, courage, respect, empathy, chastity, trustworthiness, justice, and honesty. The Dubai curriculum focuses more on secular ethics and civic responsibilities. Proposed strategies for optimization include incorporating content aligned with the National Curriculum, enhancing cultural and recreational activities, organizing book reading competitions, and providing professional development for teachers. Conclusion: The study underscores the complexity of delivering moral education in a transnational context, where curricula must balance national values with the multicultural environment of the host country. The findings highlight the need for a more integrated approach that incorporates Islamic values while addressing the diverse backgrounds of students. By adopting the proposed strategies, Iranian schools in Dubai can enhance the moral and ethical development of their students, aligning more closely with national educational goals and effectively promoting Islamic ethical principles alongside necessary civic and social competencies.