نویسندگان:
تکتم صنعتی1 ، محمدرضا آهنچیان2 ، مرتضی کرمی3 ، احمدرضا اصغرپورماسوله4 .1دانشجوی دکتری مطالعات برنامۀ درسی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه فردوسی، مشهد، ایران.
2استاد گروه مدیریت آموزشی و توسعه منابع انسانی، دانشگاه فردوسی مشهد، دانشکده علوم تربیتی و روانشناسی، مشهد، ایران
3عضوهیات علمی و دانشیار دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران
4استادیار گروه علوم اجتماعی، دانشکدۀ ادبیات و علومانسانی، دانشگاه فردوسی، مشهد، ایران.
چکیده فارسی: هدف اصلی پژوهش حاضر، شناسایی عناصر برنامۀ درسی مطلوب در توسعۀ کنشگری اجتماعی زنان در آموزشوپرورش رسمی ایران است. برای رسیدن به این هدف، از روش تحقیق کیفی پدیدارشناختی و درک تجربۀ زیسته مدیران آموزشوپرورش و دیدگاههای متخصصان برنامۀ درسی، استفاده شده است. برای جمعآوری اطلاعات، از مصاحبه نیمهساختاریافته با مشارکتکنندگان، برای کدگذاری و تحلیل دادهها از روش استراس و کوربین (۱۹۹۸) و جهت ارزیابی قابلیت اعتماد یافتههای کیفی از مدل گوبا و لینکلن (۱۹۸۲) استفاده شد. نتایج حاصل از تحلیل دادهها، مشتمل بر ۸۵ مفهوم، ۱۳ مؤلفه و چهار مضمون است. مطابق با دیدگاههای مشارکتکنندگان پژوهش، برنامههای درسی شامل چهار عنصر اصلی هدف، محتوا، روشها و فعالیتهای یاددهی _ یادگیری و ارزشیابی آموزشی است. عنصر هدف شامل مؤلفههای اعتباربخشی به جایگاه کنشگری اجتماعی زنان، تربیت زنان بهعنوان شهروند مسئول و فعال، رشد توانمندیهای عاطفی دانشآموزان است. عنصر محتوا شامل انتخاب محتوای مناسب جهت رشد کنشگری اجتماعی دانشآموزان دختر و توجه به اصول سازماندهی محتوای برنامۀ درسی، عنصر روشها و فعالیتها شامل آموزش مشارکتمحور، تناسب فعالیتهای یاددهی _ یادگیری با واقعیتهای اجتماعی، استفاده از الگوهای آموزش حل مسئله در آموزش و حمایت روانی _ عاطفی معلم از فراگیران و عنصر ارزشیابی شامل ارزیابی بر مبنای کیفیت رشد اجتماعی، مؤلفۀ سنجش همسالان، استفاده از پوشه کار و خودارزشیابی است. با توجه نتایج تحقیق، جهت ارتقا کنشگری اجتماعی دختران و زنان، انتظار میرود نظام آموزشوپرورش و برنامهریزان درسی، نسبت به بهسازی و اصلاح برنامههای درسی رسمی در آموزشوپرورش بر اساس عناصر چهارگانه برنامۀ درسی اقدام نمایند تا زمینۀ توسعۀ تواناییهای دانشآموزان دختر جهت مشارکت فعال و سازنده در عرصههای اجتماعی و فرهنگی، فراهم گردد.
The elements of a proper curriculum for developing women's social activism through formal education in Iran
English Abstract: This phenomenological qualitative research was conducted to identify and determine the components and characteristics of a proper curriculum for developing women’s social activism in education. The results included 85 concepts, 13 components and four themes. The themes included goals, content, teaching-learning methods, and assessment. The theme of goals included accrediting women's social activism, training women to be responsible and active citizens in multicultural societies, and developing students' emotional abilities. The theme of content included selecting appropriate content for developing social activism among female students and addressing the principles of curriculum content organization. The theme of methods included participation-oriented education, adapting the teaching-learning activities to the social realities, the use of problem-solving teaching models, and the teacher’s psychological-emotional support for the learners. The theme of assessment included assessment based on the quality of social development, peer assessment, using work portfolios, and self-assessment and self-valuation. Introduction Given the importance of women's social activism, the education system has an essential role in this regard as the main custodian of the critical matter of education and should therefore develop the capabilities of girls and women to actively participate in the society and become socially adaptable and active in social and cultural activities and to show constructive reactions to social issues and thus promote their social activism. Nevertheless, social evidence and research findings suggest that women are faced with many barriers in their social activism and that their contribution to social activities and activism which lead to the development and transcendence of the society is insignificant(Afshar naderi, 2008 , Sadeghi Fasaei , Khademi, 2016). To correct the existing trend and facilitate the development of women’s social activism, curriculum developers should provide fair and equal opportunities for developing the capabilities and skills of all learners in different subjects regardless of racial, gender, and religious(Henderson & Kesson, 1999; Pinar, 2019). Accordingly, the present study attempted to identify and describe the components and characteristics of a proper curriculum for developing social activism in girls and women through the formal education system. The results of studies by Foroutan in Iran (2011), Kasavaoglu et al. in Turkey (Koseoglu et al., 2020), Karaman and Munir in Palestine (Karama, 2020), Widodo and Elias in Indonesia (Widodo & Elyas, 2020) and Nilund et al. in Finland, Iceland and Sweden (Nylund et al., 2018) show that gender inequality exists in the curricula of some countries in different forms, such as unfair access to educational resources and formal learning opportunities, lack of effective training for girls to find suitable jobs, and unequal use of gender in the content of the curricula. This inequality is a serious barrier to the development of social participation among girls and women. Methodology The main research question is: What are the components and characteristics in a proper curriculum that lead to the development of women's social activism through the formal education system in Iran? The current research uses a phenomenological qualitative method to understand the lived experiences of the participants. The research population consisted of 29 participants who were purposively selected from curriculum specialists and the managers and officials of the Department of Education in Khorasan Razavi Province in 2020-2021. A total of 21 of the participants were curriculum specialists, and eight were managers and deputies of the Department of Education headquarters and local offices in different cities of Khorasan Razavi Province who had management experience in women's education and a history of work towards the empowerment and training of women and girls in the education system. Based on the objectives of the research and the review of literature, in-depth semi-structured interviews were held with the participants to collect the data. The collected data were coded and analyzed using Strauss and Corbin’s method (1998). Also, the Guba and Lincoln (Guba & Lincoln, 1982) criteria of dependability, confirmability, credibility, and transferability were used to evaluate the reliability of the qualitative findings. Results The analysis of the data from the interviews with education managers and curriculum specialists regarding the responsibility and role of the education system in the development of women's social activism is presented separately by theme, component, and concept. The extraction of categories from the qualitative data was performed in two ways: (1) Objective and explicit statements made by the participants; and (2) Making inferences about the role of the country's formal education system in the development of women's social activism based on participants’ views. According to the views of the participants, the national education system’s curricula with regard to the development of women's social activism consist of the four main elements of a curriculum, including goals, content, teaching-learning methods and activities, and educational assessment. The components extracted from the curriculum elements, the concepts related to these components, and samples of participants’ views were identified by component. According to the views of the research participants, the curricula consist of four main elements, including goals, content, teaching-learning methods and activities, and educational assessment. 1."Educational goals" element: The most important components related to the goals element included changing the beliefs and views of curriculum planners regarding women's social activism in the curricula, training girls and women as responsible and active citizens in multicultural societies and the development of students' emotional abilities. "Educational content" element: In connection with the "content" element, the participants stated that to develop the social activism of female students, it is necessary to pay attention to the two components of "choosing appropriate content for developing social activism among female students" and "focusing on the principles of organization of curriculum content". "Teaching-learning methods and activities" element: Regarding the element of "teaching-learning methods and activities", the participants emphasized that to develop women's social activism, it is essential to adopt participation-based education methods, adapt teaching-learning activities to the social realities, use problem-solving training methods and models in teaching and the teacher’s provision of psychological-emotional support to the learners in the teaching and learning process. 4."Educational assessment" element: Regarding the element of "educational assessment", the participants emphasized that to develop women's social activism, methods such as "assessment based on the quality of social development", "peer assessment", "work portfolio", "self-assessment and self-valuation" and "diversity in assessment methods" should be used in the teaching and learning process. Discussion and conclusion Overall, according to the results of the present study and their conformity with the findings of previous studies inside and outside the country, the education system is expected to facilitate the promotion of social activism among girls and women in the political, economic, social and cultural spheres by revising and adjusting the patriarchal approach governing the curricula and making the necessary changes in the main elements of school curricula, such as the goals, content, teaching methods and educational assessment. The limitations of this study include its qualitative design and the dependence of the research findings on cultural conditions and factors. The school curricula and educational content offered by our national education system should be reviewed and modified to showcase the great mission of being a human –whether in the role of a woman-mother or as a man-father.