تبیین میزان توجه به مؤلفه‌های تربیت شهروندی جهانی در سند تحول بنیادین آموزش ‌و پرورش و کاربست آن در نظام تعلیم و تربیت رسمی از دیدگاه معلمان مقطع متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران

2 کارشناسی ارشد برنامه‌ریزی آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی،دانشگاه آزاد واحد سنندج

چکیده

هدف مقاله حاضر تبیین میزان توجه به مؤلفه‌های تربیت شهروندی جهانی در سند تحول بنیادین آموزش و پرورش بود. روش پژوهش حاضر از طرح‌های آمیخته درهم‌تنیده بود که داده‌های کمی و کیفی با وزن مشابه گردآوری ‌شده‌اند. جامعه پژوهش شامل متن سند تحول بنیادین آموزش و پرورش و کلیه معلمان مقطع متوسطه دوم شهرستان دهگلان بودند. ابزار گردآوری داده‌ها شامل چک‌لیست مؤلفه‌های تربیت شهروند جهانی و پرسشنامه مؤلفه‌های تربیت شهروند جهانی یونسکو (۲۰۱۵) بود که میزان آلفای کرونباخ پرسشنامه ‏84/. به دست آمد. نتایج تحقیق نشان داد که در سند تحول بنیادین آموزش و پرورش به مؤلفه‌های احساس هویت و عزت‌نفس، عدالت و برابری اجتماعی، تعهد به عدالت و برابری اجتماعی بیشترین توجه و به مؤلفه‌های هویت و گوناگونی، توسعه پایدار، تنوع و گوناگونی ارزشی، اعتقاد به توانایی مردم برای ایجاد تغییر، همکاری و حل تعارضات، توانایی مدیریت پیچیدگی و فقدان قطعیت، آگاهی و عمل تأملی هیچ توجهی نشده است.
 

کلیدواژه‌ها


عنوان مقاله [English]

The Components of Global Citizenship Education in the Document of the Fundamental Transformation of Education and the Application in the Formal Education System

نویسندگان [English]

  • rafigh hasani 1
  • reza esmayeli 2
1 azad university of sanandaj branch
2 Master of Educational Planning, Department of Educational Sciences, Faculty of Humanities, Azad University, Sanandaj Branch
چکیده [English]

The purpose of this article was to explain the level of attention paid to the components of global citizenship education in the Document of Fundamental Transformation of Education. The method of the present study was a triangulation mixed methods. The research population included the text of the document fundamental transformation of education. The data collection tools included a checklist of components of global citizenship education and a UNESCO Global Citizenship Components Questionnaire (2015) with a Cronbach's alpha of the /.84 Obtained. The results showed that in the document of fundamental transformation of education to the components of sense of identity and self-esteem, justice and social equality, commitment to social justice and equality most attention and no attention has been paid to the components of identity and diversity, sustainable development, diversity of values, belief in people's ability to change, cooperate and resolve conflicts, ability to manage complexity and lack of certainty, awareness and reflective action.
 
 

کلیدواژه‌ها [English]

  • Global Citizenship Education
  • Curriculum
  • secondary school teachers
  • content analysis
باباخانی، سجاد؛ صالحی، اکبر؛ قائدی، یحیی و کشاورز، سوسن. (1398). میزان توجه به رویکردهای تربیت شهروندی قانون‌مدار، مشارکتی و انتقادی در کتب جدیدالتألیف جامعه‌شناسی دوره دوم متوسطه. مطالعات برنامه درسی، 14 (55)، 91-112.
 بذرافشان مقدم، مجتبی؛ شوقی، مریم و رحمان خواه، راحیل، (1394). جایگاه نظارت و راهنمایی تعلیماتی در سند تحول بنیادین آموزش و پرورش. پژوهش‌نامه مبانی تعلیم و تربیت (مطالعات تربیتی و روان‌شناسی مشهد)، 5 (2)، 23-43.
پورسلیم، عباس؛ عارفی، محبوبه و فتحی واجارگاه، کوروش. (1398). کاوش عناصر برنامه درسی تربیت شهروند جهانی در دوره ابتدایی نظام آموزشی ایران: یک مطالعه کیفی. پژوهش در برنامه‌ریزی درسی (دانش و پژوهش در علوم تربیتی-برنامه‌ریزی درسی)، 16 (33) (پیاپی 60)، 36-54.
جعفری، سکینه. (1398). شناسایی و رواسنجی مؤلفه‌های تربیت شهروند جهانی ازنظر صاحب‌نظران: یک پژوهش آمیخته. مطالعات آموزش و یادگیری (علوم اجتماعی و انسانی دانشگاه شیراز)، 11 (2) (پیاپی 77)، 153-174.
جمالی تازه کند، محمد؛ طالب‌زاده نوبریان، محسن و ابوالقاسمی، محمود (۱۳۹۲). تحلیل جایگاه مؤلفه‌های تربیت شهروندی در محتوای برنامه درسی علوم اجتماعی متوسطه. مجله پژوهشی در برنامه‌ریزی درسی، 10 (10) (پیاپی 37)،1-19.
دبیرخانه شورای عالی آموزش و پرورش. (۱۳۹۰). مبانی نظری سند تحول بنیادین. تهران: شورای عالی وزارت آموزش و پرورش.
قلتاش، عباس؛ صالحی، مسلم و میرزایی، حسن. (1391). تحلیل محتوای برنامه درسی مطالعات اجتماعی دوره ابتدایی ایران از منظر توجه به ویژگی‌های شهروند جهانی. پژوهش در برنامه‌ریزی درسی (دانش و پژوهش در علوم تربیتی- برنامه‌ریزی درسی)، 9 (35)، 117-131.
مجلل چوبقلو، محمدعلی. (1387). تحلیل برنامه درسی اجراشده مقطع ابتدایی نظام آموزشی جمهوری اسلامی. پژوهشنامه تربیتی، 5 (17)، 67-96.
مشایخ، شهناز. (1375). تحلیل محتوای کتاب‌های درسی. تهران: راه دانش.
معزی، لیلا و زارعی، رضا. (1395). تحلیل محتوای کتاب درسی تفکر و سبک زندگی متوسطه دوم در مورد ترویج و تعمیق فرهنگ حجاب بر اساس اهداف سند تحول بنیادین. زن و جامعه (جامعه‌شناسی زنان)، 7 (3) (مسلسل 27)، 193-208.
وزیری، مژده و جهانی، شیدا. (1385) مهارت‌های شهروندی موردنیاز دانش‌آموزان دبستان‌های شهرستان زلزله‌زده بم. فصلنامه نوآوری‌های آموزشی، 5 (17)، 163-182.
یاوری، زهرا؛ کشتی‌آرای، نرگس و احمدی، غلامرضا. (1392). تدوین اهداف برنامه درسی در متوسطه با تأکید بر تربیت شهروندی. رهیافتی نو در مدیریت آموزشی، 4 (1)، 141-165.
Babakhani, S. Salehi, A. Ghaedi, Y. & Keshavarz, S. (2019). Extent of attention to the approaches of law-abiding, participatory and critical citizenship education in the newly written books of high school sociology. Curriculum Studies, 55, 91-112. (in persian)
Bachen, C. M., Hernández-Ramos, P. F., & Raphael, C. (2012). Simulating real lives: Promoting global empathy and interest in learning through simulation games. Simulation & Gaming, 4, 437–460.
Bazrafshan Moghadam, M., Shoghi, M. & Rahmankhah, R. (2015). The position of educational supervision and guidance in the document of fundamental transformation of education. Journal of Fundamentals of Education (Educational and Psychological Studies of Mashhad), 5 (1) 24-34. (in persian)
Bickel, B., Shin, J. K., Taylor, J., Faust, H., & Penniston, T. (2013). Learning English internationally while engaging communities locally: Online EFL supporting community learning for young leaders. TESOL Journal, 4, 439–462.
Brown, P. (2003). The opportunity trap: Education and employment in a global economy. European Educational Research Journal, 2,141–179.
Cameron, R & Miller, P (2007). Mixed method research: phoenix of the paradigm wars. paper presented at the 21st Annual Australian & New Zealand Academy of Management (ANZAM) Conference, Sydney, 4-7 December.
Chiodo, J. (2005). Research Manhattan (What do students have to say about citizenship? An analysis of the concept of citizenship among secondary education students). journal of social studies, 29 (1) 23-31.
Davies, L. (2006). Global citizenship: Abstraction or framework for action?. Educational Review, 58 (1) 5–25.
Davies, L. (2008). Interruptive democracy in education. In J. Zahjda, L. Davies, & S. Majhanovich (Eds.), Comparative and global pegagogies: Equity, access and democracy in education (pp. 15–33). Dordrecht, The Netherlands: Springer.
Dill, J. S. (2013). The longings and limits of global citizenship education: The moral pedagogy of schooling in a cosmopolitan age. New York: Routledge.
Donoghue, T, O & Punch, K. (2003). Qualitative educational research in action. Simultaneously published in the USA and Canada: Routledge Falmer.
Goren, H. & Yemini, M. (2016). Global citizenship education in context: Teacher perceptions at an international school and a local Israeli school. Compare: Journal of Comparative and International Education, 46 (5), 832–853.
Goren, H. & Yemini, M. (2017 a). Global citizenship education redefined–A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170–183.
Goren, H. & Yemini, M. (2017 b). The global citizenship education gap: Teacher perceptions of the relationship between global citizenship education and students’ socio-economic status. Teaching and Teacher Education, 67, 9–22.
Goren, H. & Yemini, M. (2018). Obstacles and opportunities for global citizenship education under intractable conflict: The case of Israel. Compare: Journal of Comparative and International Education, 48, 397–413.
Hahn, C. L. (2015). Teachers’ perceptions of education for democratic citizenship in schools with transnational youth: A comparative study in the UK and Denmark. Research in Comparative and International Education, 10, 95–119.
Higher Education Council. (2011). Theoretical foundations of the document of fundamental change. Tehran: High Council of the Ministry of Education. (in persian)
Homan, G., Barbor C. & Torney — Purta, j. (2006). Assessing School citizenship education climate. Implications for social studies, the center for information and research on civic learning and engagement.
Huddleston, T. & Galbraith, R. (2008). Placing citizenship at the centre. Citizenship Foundation.
Hull, G. A. & Stornaiuolo, A. (2014). Cosmopolitan literacies, social networks, and proper distance: Striving to understand in a global world. Curriculum Inquiry, 44,15–44.
Jafari, S. (2019). Identification and validation of the components of global citizen education from the experts' point of view: a mixed research. Education and Learning Studies (Social Sciences and Humanities, Shiraz University), 2-77, 153-174. (in persian)
Jamali Tazeh Kand, M., Talebzadeh Nobarian, M. & Abolghasemi, M. (2013). Analysis of the position of citizenship education components in the content of high school social sciences curriculum. Journal of Research in Curriculum Planning, 37, 1-19. (in persian)
Kidson, P., Odhiambo, G. & Wilson, R. (2019). The international baccalaureate in Australia: trends and issues. Compare: Journal of Comparative and International Education, 49, 393–412.
Law, W. (2010). The state, citizenship education, and international events in a global age: The 2008 Beijing Olympic games. Comparative Education Review, 54, 343–367.
Law, W. W. & Ming Ng, H. (2009). Globalization and multileveled citizenship education: A tale of two Chinese cities: Hong Kong and Shanghai. The Teachers College Record, 111, 851–892.
Lee, W, O. (1999). Qualities of Citizenship for the New century: Perception of Asian Educational Leaders. Paper Presented at the Fifth UNESCOACEID International Conference on Reforming Learning, Curriculum and Pedagogy. Bangkok, Thailand 13-16 DC.
Liu, M. (2001). The Development of Civic Values: Case Study of Taiwan. International Journal of Educational Research,35 (16) 248-261.
Mannion G, Biesta G, Priestley M, et al. (2011). The global dimension in education and education for global citizenship: Genealogy and critique. Globalisation, Societies and Education 9 (3–4) 443–456.
Mashayekh, Sh. (1996). Textbook content analysis. Tehran: Rahe Danesh. (in persian)
Moezzi, Le. & Zarei, R. (2016). Analyzing the content of the textbook of thinking and lifestyle of the second secondary school about promoting and deepening the culture of hijab based on the objectives of the document of fundamental change. Women and Society (Sociology of Women), 27, 193-208. (in persian)
Mojalal Chubqlu, M.A. (2008). Analysis of the curriculum implemented in the primary school of the Islamic Republic of Iran in terms of citizenship education. Educational Journal, 17, 67-96. (in persian)
Moon, R. J., & Koo, J. W. (2011). Global citizenship and human rights: A longitudinal analysis of social studies and ethics textbooks in the Republic of Korea. Comparative Education Review, 55, 574–599.
Myers, J. P. (2008). Making sense of a globalizing world: Adolescents’ explanatory frameworks for poverty. Theory & Research in Social Education, 36,95–123.
Myers, J., & Zaman, H. (2009). Negotiating the global and national: Immigrant and dominant-culture adolescents’ vocabularies of citizenship in a transnational world. Teachers College Record, 111, 2589–2625.
Niens, U., & Reilly, J. (2012). Education for global citizenship in a divided society? Young people's views and experiences. Comparative Education, 48,103–118.
O’Connor, U. (2012). Schools together: Enhancing the citizenship curriculum through a non-formal education programme. Journal of Peace Education, 9,31– 48.
O'Connor, L., & Faas, D. (2012). The impact of migration on national identity in a globalized world: A comparison of civic education curricula in England, France and Ireland. Irish Educational Studies, 31, 51–66.
Osler, A. & Sturkey, H. (2005). changing citizenship: Democracy and inclusion in education. Maid head: Open University press.
Pan, S. (2011). Multileveled citizenship and citizenship education: Experiences of students in China's Beijing. Citizenship Studies, 15,30–283.
Parker, WC. (2008). Knowing and doing in democratic citizenship education. In: Levstik LS and Tyson CA (eds) Handbook of Research in Social Studies Education. New York: Routledge, 65–80.
Pigozzi, M.J. (2006). A UNESCO view of global citizenship education. Educational Review, 58 (1) 1–4.
Porsalim, A., Arefi, M. & Fathi Vajargah, K. (2019). Exploring the Elements of the Global Citizenship Education Curriculum in the Elementary School of Iran: A Qualitative Study. Research in Curriculum Planning (Knowledge and Research in Educational Sciences-Curriculum Planning), 60, 36-54. (in persian)
Print, M. (2015). A global citizenship perspective through a school curriculum. In: Reynolds R, Bradbery D, Brown J, et al. (eds) Contesting and Constructing International Perspectives in Global Education. Rotterdam: Sense Publishers, pp. 187–198.
Qaltash, A., Salehi, M. & Mirzaei, H. (2012). Content Analysis of the Iranian Social Studies Curriculum from the Perspective of Attention to the Characteristics of a Global Citizen. Research in Curriculum Planning (Knowledge and Research in Educational Sciences - Curriculum Planning), 35, 117-131. (in persian)
Ramirez, F. O., & Meyer, J. W. (2012). Toward post-national societies and global citizenship. Multicultural Education Review, 4,1–28.
Ramos, F.S.C. (2010). Human Rights and Citizenship Education' and in service teacher training: an experience in Rivelli, S. (2010). Citizenship education at high school A comparative study between Bolzano and Padova (Italy). Free University of Bolzano.- BozenFaculty of education, Viale Ratisbona 16, Bressanone 39042. Procedia social and Behavioral sciences, 2, 4200-4207.
Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. Education, Citizenship and Social Justice, 5,179–190.
Reilly, J. & Niens, U. (2014). Global citizenship as education for peacebuilding in a divided society: Structural and contextual constraints on the development of critical dialogic discourse in schools. Compare: Journal of Comparative and International Education, 44, 53–76.
Resnik, J. (2009). Multicultural education-good for business but not for the state? The IB curriculum and global capitalism. British Journal of Educational Studies, 57, 217–244.
Sarrouhw, B.T. (2007). The Impacts of Britains and Ontario's MEP on Muslim Students inSecular Schools. University of Alberta.
Savvides, N. (2006). Developing a European identity: a case study of the European School at Culham 1. Comparative Education, 42 (1), 113–129.
Schugurensky, D, & Pimyers, J, (2003). Citizenship Education: Theory, Research and Practice. Encounters on education, (4) 1-10.
Schweisfurth, M. (2006). Education for global citizenship: Teacher agency and curricular structure in Ontario schools. Educational Review, 58,41–50.
Sears, A. M & Hughes, A.S. (1996). Citizenship education and current educational reform. Canadian journal of education,21 (2) 123-142.
Tormey, R., & Gleeson, J. (2012). The gendering of global citizenship: Findings from a large-scale quantitative study on global citizenship education experiences. Gender and Education, 24, 627–645.
Unesco. (2015). Global Citizenship Education: Topics and learning objectives. Paris: Published in 2015 by the United Nations Educational, Scientific and Cultural Organization. www.unesco.org/new/en/global-citizenship-education.
Vaziri, M. & Jahani, Sh. (2006). Citizenship skills required by primary school students in the earthquake-stricken city of Bam. Innovation Education Quarterly, 17, 163-182. (in persian)
Vidovich, L. (2004). Towards internationalizing the curriculum in a context of globalization: Comparing policy processes in two settings. Compare: Journal of Comparative and International Education, 34, 443–461.
Wood, B. E. (2014). Participatory capital: Bourdieu and citizenship education in diverse school communities. British Journal of Sociology of Education, 35, 578–597.
Yavari, Z., Keshtiarai, N. & Ahmadi, Gh. (2013). Codification of high school curriculum goals with emphasis on citizenship education. A New Approach in Educational Management, 4 (1), 141-165. (in persian)
Yemini, M. & Furstenburg, S. (2018). Students’ perceptions of global citizenship at a local and an international school in Israel. Cambridge Journal of Education, (aheadof print), 1–19.
Yemini, M. (2014). Internationalisation discourse. What remains to be said? Perspectives. Policy and Practice in Higher Education, 18 (2), 66–71.
Yemini, M. (2018). Global/local nexus: between global citizenship and nationalism in a super-diverse London school. International Studies in Sociology of Education, 27,271–287.
دوره 16، شماره 63 - شماره پیاپی 63
با تمرکز بر تربیت معلم
بهمن 1400
صفحه 199-228
  • تاریخ دریافت: 20 اردیبهشت 1400
  • تاریخ بازنگری: 05 تیر 1400
  • تاریخ پذیرش: 31 شهریور 1400
  • تاریخ اولین انتشار: 01 بهمن 1400