Designing a Model for Promoting Cultural Literacy in the Education of Iran

Document Type : Original Article

Authors

1 Ph.D., Department of Educational Management, Islamic Azad University, North Tehran Branch, Tehran, Iran

2 Assistant Professor, Department of Higher Education Management, Islamic Azad University, North Tehran Branch, Tehran, Iran.

3 3. Associate Professor, Department of Management, Islamic Azad University, West Tehran Branch, Tehran, Iran

4 Professor, Department of Cultural Management, Islamic Azad University, North Tehran Branch, Tehran, Iran.

Abstract

Introduction: Cultural literacy is one of the important topics to consider today. Therefore, the current research is designed with the aim of providing a model for promoting cultural literacy in the education of Iran.
Method: This research is practical, and exploratory mixed in terms of purpose and data; it is also cross-sectional and foundational data in terms of implementation. The statistical population consisted of experts and key informants in the field of the research in the qualitative phase, which was sampled based on a conscious approach and with a purposeful and snowball method. The population in the quantitative phase consisted of all education managers and experts. Based on Krejcie and Morgan's table, 384 people were determined by the stratified random method as the research sample. Then a questionnaire was distributed among them. In order to collect data in the qualitative stage, the library method (documentation) and the field method (Delphi interview) were used, and in the quantitative stage, the field method (questionnaire) was used. In the qualitative phase, the techniques of theoretical saturation, coding procedures and the analysis of symbols and signs were used to determine the validity of the tool. In the quantitative stage, content validity and Cronbach's alpha were used to measure validity and reliability.  The theoretical coding method (taken from the Grounded Theory) and exploratory and confirmatory factor analysis were used for analysis in the qualitative and quantitative parts.
Results: The qualitative results led to a model of promoting cultural literacy in education with 6 dimensions, 29 components, and 134 indicators, which were confirmed in the quantitative stage of 6 dimensions, 29 components, and 131 indicators; including contextual factors (fundamental and transformative documents and programs, family, macro-cultural policies, approved curricula, and macro-education management); Causal factors (technology, laws and regulations, media and educational facilities and equipment); Intervening factors (economic factors, individual and interpersonal skills, social factors and cultural invasion); Strategies (celebrities, national literature, national and world history, architecture, music, religion, ethnic groups and customs, world literature, sports-games-entertainment, arts and crafts, kings and dynasties, drama) and consequences (increasing efficiency and effectiveness of education, increasing national pride and increasing cultural awareness) and 131 indicators.
Based on the results obtained, the five categories of "Macro-cultural policies", "Transformation and fundamental documents and programs", "Approved curriculums", "Macro-education management" and "Family" were obtained as the contextual conditions for the realization of cultural literacy.
Discussion and Conclusion: Based on the results, the five categories of "macro-cultural policies", "documents and programs of transformation and fundamental", "approved curricula", "macro-management of education" and "family" to The title of the preconditions for the realization of cultural literacy has been obtained

Keywords

References

منابع
1- غلامی, آبتین, سدرپوشان. درک تجربه زیسته علل گریز از مدرسه دانش‌آموزان متوسطه دوره اول. پژوهش‌های آموزش و یادگیری. 2021 Feb 19;17(2):137-49.‎
2-  انصاری, سراجی, یوسف زاده. طراحی و اعتبار سنجی الگوی برنامه درسی آموزش سواد رسانه‌ای دوره‌ی ‌ابتدایی. پژوهش‌های آموزش و یادگیری. 2021 Feb 19;17(2):61-72.‎
3-  Majzub RM, Hashim S, Johannes HE. Cultural awareness among preschool teachers in Selangor, Malaysia. Procedia-Social and Behavioral Sciences. 2011 Jan 1;15:1573-9.
4-  Naqeeb H. Promoting cultural literacy in the EFL classroom. Global Advanced Research Journal of Educational Research and Reviews. 2012 May;1(4):41-6.
5- Trefil J, Hirsch ED, Kett JF. The New Dictionary of Cultural Literacy: What every American needs to know.
6- Halbert K, Chigeza P. Navigating discourses of cultural literacy in teacher education. Australian Journal of Teacher Education. 2015;40(11):9.
7- Segal N. From literature to cultural literacy. Humanities. 2015 Mar;4(1):68-79.
8- Shamshayooadeh G. Cultural literacy in the new millennium: Revisiting ED Hirsch. International Journal of Humanities and Social Science. 2011 Jul;1(8):273-7.
9- میرزاامینی, صفایی. ارتقای سواد فرهنگی؛ شالوده توسعه فرهنگی. تهران: نشریه پیام آموزش. معاونت آموزشی دانشگاه تربیت مدرس. 1388 1: 5.
10- زیباکلام. مبانی فلسفی آموزش و پرورش در ایران‌. تهران. انتشارات حفیظ. 1379.
11-  لوتان. آموزش و پرورش‌، فرهنگ‌ها و جوامع‌. (ترجمه‌ی محمدیمنی‌دوزی سرخابی). تهران. انتشارات دانشگاه شهید بهشتی‌. 1378.
12- García Ochoa G, McDonald S, Monk N. Embedding cultural literacy in higher education: a new approach. Intercultural Education. 2016 Nov 1;27(6):546-59.
13- Segal N, Kancewicz-Hoffman N. LU (2013). Cultural Literacy in Europe today.
14-  Desmond KJ, Stahl SA, Graham MA. Combining Service Learning and Diversity Education. Making Connections: Interdisciplinary Approaches to Cultural Diversity. 2011 Sep 1;13(1).
15- Rosen R, Digh P. Developing globally literate leaders. Training and Development-Alexandria-American Society for Training and Development. 2001 May 1;55(5):70-83.
16- Anning B. Embedding an Indigenous graduate attribute into University of Western Sydney's Courses. The Australian Journal of Indigenous Education. 2010;39(S1):40-52.
17- Flavell H, Thackrah R, Hoffman J. Developing Indigenous Australian cultural competence: A model for implementing Indigenous content into curricula. Journal of Teaching and Learning for Graduate Employability. 2013 Jan;4(1):39-57.
18- Dudeney G, Hockly N, Pegrum M. Digital literacies: Research and resources in language teaching. Pearson Education Limited; 2013.
19- Polistina K, Leader A. Cultural literacy: Understanding and respect for the cultural aspects of sustainability. Retrieved October. 2009;25:2019.
20- احمدی پور ر, روناک, معظمی, طوطیان, کاووسی. شناسایی عناصر نظام مند ارتقای سواد فرهنگی؛ مورد مطالعه: آموزش و پرورش ایران. پژوهش های جامعه شناسی. 2020 Nov 21;14(3):45-75.‎
21- صباغ اسماعیلی. فرمیهنی فراهانی. بررسی مولفه­ها و عناصر سواد فرهنگی و ارائه راهکار جهت استقرار آن در نظام آموزش و پرورش. چهاردهمین همایش سالانه انجمن مطالعات برنامه درسی ایران، فرهنگ و برنامه درسی. دانشگاه بوعلی سینای همدان. 1395.
22- جعفری. رییس میرزایی. تاثیر سواد فرهنگی بر توسعه توریسم فرهنگی. اصفهان: مجموعه مقالات دومین همایش ملی مهندسی صنایع و مدیریت پایدار. 1393 1156.
23- رومیان. رضیاییان. تاثیر سواد فرهنگی بر جامعه مبتنی بر دانایی. تهران. نخستین همایش ملی علوم تربیتی و روان شناسی. 1393.
24- Barrette CM, Paesani K. Conceptualizing cultural literacy through student learning outcomes assessment. Foreign Language Annals. 2018 Jun;51(2):331-43.
25- Shliakhovchuk, Elena. (۲۰۱۹): After cultural literacy: new models of intercultural competency for life and work in a VUCA world, Educational Review.
26- Ferdman B. Literacy and cultural identity. Harvard educational review. 1990 Jul 1;60(2):181-205.
 

Files

Share

How to cite

Statistics