Document Type : Original Article
Authors
1
PhD Student, Department of Education and Counseling, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2
Department of Education and Counseling, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3
Associate Professor, Department of Training and Counseling, Central Tehran Branch, Islamic Azad University, Tehran, Iran
4
Associate Professor, Department of Educational Methods and Counseling, Faculty of Educational Methods and Counseling, Islamic Azad University, Tehran Center;
Abstract
Given the multicultural nature of Iranian society, and the multiplicity of lived ethnic experiences, the effective role of education in creating national harmony and solidarity among students of different cultures is undeniable. The purpose of this study was to investigate the place of lived ethnic experiences in the hidden curriculum of the first high school in Iran. The sampling method was purposeful and the qualitative method was phenomenological and the participants in the study included 20 teachers and 30 students from Fars, Azeri, Kurdish, Lor and Gilak in a high school in Tehran. In data analysis based on Smith method, the main themes appeared (cultural homogenization and attention to dominant culture, superficial thoughts about ethnic culture, educational inequality, alienation from cultural diversity, neglect of peaceful coexistence). Three confirmations and data referrals to participants were used to ensure the accuracy of the findings. Based on the findings of this study, it can be acknowledged that the place of lived ethnic experiences in the hidden curriculum of the first high school was unfavorable.
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