Volume 7, Issue 4 (12-2024)
Iranian Journal of Educational Sociology 2024, 7(4): 21-30 |
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Abdulahi A, Andishmand V, Bahreinizadeh A, Zeinaddiny Meymand Z. (2024). Examining the Components of a Curriculum Based on Cultural Literacy in Education. Iranian Journal of Educational Sociology. 7(4), 21-30. doi:10.61838/kman.ijes.7.4.3
URL: http://iase-idje.ir/article-1-1474-en.html
URL: http://iase-idje.ir/article-1-1474-en.html
1- PhD student, Department of Curriculum Planning, Kerman Branch, Islamic Azad University, Kerman, Iran.
2- Assistant Professor, Department of Educational Sciences and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
2- Assistant Professor, Department of Educational Sciences and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran.
Abstract: (591 Views)
Purpose: This study aims to identify the key components of a curriculum based on cultural literacy in the education system.
Methods: The study employed a qualitative research design, using content analysis to examine a wide range of documents and scholarly articles on cultural literacy. The data were collected from reputable sources between 2009 and 2024, including books, articles, and reports. Through open, axial, and selective coding, the data were analyzed to identify recurring themes and concepts. In total, 665 initial concepts were extracted, which were categorized into 46 subcategories, representing the core components of a culturally literate curriculum.
Findings: The analysis revealed 46 distinct components of a culturally literate curriculum, including critical, personal, and cultural evaluation; historical, religious, and political knowledge; student-centered learning strategies; and environmental and social goals. These components emphasize the importance of fostering cultural literacy as a multifaceted concept, incorporating evaluative skills, social responsibility, and awareness of cultural diversity. The study highlights the need for both student-centered and teacher-centered strategies to balance critical engagement with structured learning.
Conclusion: The study provides a comprehensive framework for integrating cultural literacy into the education system. By identifying the core components, it offers valuable insights for educators and policymakers to develop curricula that promote cultural understanding, critical thinking, and social cohesion. The findings underscore the importance of a holistic approach that incorporates cultural, educational, and social goals to prepare students for diverse and multicultural environments.
Methods: The study employed a qualitative research design, using content analysis to examine a wide range of documents and scholarly articles on cultural literacy. The data were collected from reputable sources between 2009 and 2024, including books, articles, and reports. Through open, axial, and selective coding, the data were analyzed to identify recurring themes and concepts. In total, 665 initial concepts were extracted, which were categorized into 46 subcategories, representing the core components of a culturally literate curriculum.
Findings: The analysis revealed 46 distinct components of a culturally literate curriculum, including critical, personal, and cultural evaluation; historical, religious, and political knowledge; student-centered learning strategies; and environmental and social goals. These components emphasize the importance of fostering cultural literacy as a multifaceted concept, incorporating evaluative skills, social responsibility, and awareness of cultural diversity. The study highlights the need for both student-centered and teacher-centered strategies to balance critical engagement with structured learning.
Conclusion: The study provides a comprehensive framework for integrating cultural literacy into the education system. By identifying the core components, it offers valuable insights for educators and policymakers to develop curricula that promote cultural understanding, critical thinking, and social cohesion. The findings underscore the importance of a holistic approach that incorporates cultural, educational, and social goals to prepare students for diverse and multicultural environments.
Type of Study: Research Article |
Subject:
Special
Received: 2024/07/30 | Accepted: 2024/10/19 | Published: 2024/10/28
Received: 2024/07/30 | Accepted: 2024/10/19 | Published: 2024/10/28
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