عوامل و الزامات مؤثر بر توسعه آموزش شهروندی در مدارس متوسطه شهر تهران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته رشته مدیریت آموزشی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

2 دانشیار گروه دکتری مدیریت آموزشی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

3 دانشیار گروه دکتری مدیریت آموزشی، واحد گرمسار، دانشگاه آزاد اسلامی، ایران

چکیده

این پژوهش با هدف شناسایی عوامل مؤثر بر توسعه آموزش شهروندی در مدارس دوره متوسطه شهر تهران انجام گردید. پژوهش حاضر از نظر "هدف" کاربردی و از نظر نوع داده ها، "کیفی" و از نظر شیوه اجرا "تحلیل مضمون" می باشد. داده های این پژوهش حاصل مصاحبه ی نیمه ساختار یافته با مشارکت 20 تن از "صاحبنظران آموزش شهروندی"، «مدیران ارشد آموزش و پرورش» و «مدیران و دبیران مدارس متوسطه شهر تهران» بوده که به شیوه نمونه گیری نظری و هدفمند انتخاب شده اند. این داده ها در 3 مرحله ی کدگذاری باز، محوری و انتخابی تحلیل شده است. یافته ها از نظر شاخص تکرارپذیری و پایایی بین دو کدگذار مورد تایید است. یافته های پژوهش در 40 مقوله فرعی، 12 مقوله اصلی و 3 طبقه تحت عناوین عوامل درون نهادی، فرا نهادی و بین نهادی طبقه بندی گردید. براساس نظرات اشباع یافته خبرگان "بینش استراتژیک"، "برنامه درسی مرتبط با موضوع شهروندی"، "معلمان متخصص و متعهد"، "تسهیم دانش و تجربه" ،"توسعه و نگهداشت سرمایه انسانی" ، "استقرار نظام ارزیابی و بازخور"، "فرهنگ و جو اجتماعی" در عامل درون نهادی ؛ "حکمروایی" ، "فرهنگ عمومی" و " تأمین امکانات و منابع مالی" در عامل فرا نهادی و "مشارکت و شبکه سازی" و"همسازی مدرسه و خانواده" در عامل بین نهادی از عوامل مؤثر بر توسعه آموزش شهروندی در مدارس متوسطه شهر تهران می باشد.

کلیدواژه‌ها


عنوان مقاله [English]

Factors and requirements affecting the development of citizenship education in high schools in Tehran

نویسندگان [English]

  • Leila Darvishi 1
  • Parivash Jafari 2
  • Nader Soleimani 3
1 PhD in Educational Management, Science and Research Unit, Islamic Azad University, Tehran, Iran
2 Associate Professor, Department of Educational Management, Science and Research Unit, Islamic Azad University, Tehran, Iran
3 Associate Professor, Department of Educational Management, Garmsar Unit, Islamic Azad University, Iran
چکیده [English]

Abstract
The present study was conducted to identify the factors affecting the development of citizenship education in high schools in Tehran. This applied qualitative study used content analysis to examine the data were extracted from semi-structured interviews with 20 "citizenship education specialists", "senior education managers" and "principals and teachers of high schools in Tehran" who were selected by theoretical and purposive sampling. These data were encoded in open, axial and selective stages. Repeatability and reliability of the results were confirmed by two coders. The study results were categorized into 40 subcategories, 12 main categories and three themes under intra-institutional, trans-institutional and inter-institutional factors.
Introduction
Citizenship is affected by social, political and cultural developments of the post-structuralistic era, and has found its place in research in this field as a sensitive education issue. The main reason for considering this issue is the role that a citizen has in the comprehensive development of the country. Unfortunately, the education system in Iran lacks a theoretical model for education and development of citizenship competencies throughout its long history (Aghazadeh, 2006). The negative effects of these conditions have not helped educators and those involved in education in Iran to accurately define the educational ideals. The results of studies conducted on the education system suggest that the existing program is the outcome of an agreement between the planning group members and academic experts rather than consideration of the students’ and society’s needs (Mehrmohammadi, 2013; Hazeri & Khalili, 2014). Article 26 of the Dakar Framework for Action urges governments to respect and protect schools as sanctuaries and peace zones. As such, educational programs should be so designed to promote the full development of human character and profound respect for human rights and fundamental freedoms (UNESCO, 2017). Like other social institutions, schools derive their purpose, mode of action, responsibility, and method from their ruling society and culture, and the society’s quality is determined by the type of education received (Shariatmadari, 2016). Such understanding turns schools to a place to practice life and experience different fields. Therefore, what can explain the main mission and philosophy of the formation and development of schools in the current era is education of citizenship, in other words, schools should function as a "school of life" (Gootheg, 2016). If education is accepted as a pillar of generating civic awareness, the question will arise; “what factors and requirements affect the development of citizenship education?”.
Method
This applied qualitative study used content analysis to explore the factors affecting the development of citizenship education in high schools in Tehran. The potential participants include experts in the subject matter, policy makers and senior education managers, school principals and teachers in Tehran. A theoretical and purposive sampling approach was used, and to ensure the diversity in the samples, 20 individuals were asked to take part. The data were collected using semi-structured interviews; each lasting 60 minutes on average. The researcher conducted interviews to obtain the participants' views according to the principle of theoretical sensitivity, the balance of objectivity and sensitivity, taking analytical notes, and observing professional and ethical principles. In qualitative studies, data are analyzed as they are collected. Data were analyzed and categorized in open, axial and selective coding stages. To assess the data obtained, the researcher used member-check, self-check, and agreement between two coders. The reliability between two coders was 81.5%. Thus, the results are confirmed in terms of repeatability and reliability between two coders.
Results
The study results were categorized into 40 subcategories, 12 main categories and three themes under intra-institutional, trans-institutional and inter-institutional factors.
Conclusion
According to the results, citizenship education is affected by 12 main factors in the following three general categories: intra-institutional, trans-institutional and inter-institutional, which were identified as factors and requirements for the development of citizenship education from the perspective of participants. As a complex and specialized matter, and as the ultimate goal of the education system, citizenship education has created a special task for this system whose mission is to develop moral values and behavioral skills.
Given the technological, social, political, cultural and economic developments, citizenship teachings should be considered a dynamic phenomenon and compatible with global conditions, and special attention should be paid to the cultural and social reproduction of this element. Considering the need for strategic insight, participation, and networking in the implementation of citizenship education, it is recommended that policy-making institutions prepare citizenship education regulations for schools and a platform for inter-institutional areas. To share the lived experiences of teachers, it is recommended that plans be made for the establishment of knowledge management system and the formation of knowledge nuclei in schools and districts. Improving the quality of school program services requires the use of all citizenship-related educational methods, especially, service-oriented learning methods, dramatic methods and cognitive methods. Given the need to strengthen students' social skills to form citizenship competencies in the real life, it is recommended that the conditions conducive to reviving past behavioral traditions in favor of the student's integrated personality, including summer jobs and master-apprentice system be provided in addition to policy-making, planning and feasibility studies. Considering the need for realism and avoiding sloganeering, all those involved in education are recommended to choose and educate a limited number of assessable competencies instead of setting exaggerated goals and implementing superficial plans and programs. In other words, emphasis should be placed on depth instead of extent. 
Like other studies, the present study had limitations. The proposed categories were from the researcher's understanding of the participants' viewpoints. The participants were selected from experts in citizenship education, senior education managers, and principals and teachers. As participants, parents or students can also further enrich the study data. Since purposive sampling was used in the present study, it is recommended that future studies use a larger and more diverse sample size to ensure reliability and generalizability of the results. Furthermore, future studies should use factor analysis or structural equations models to assess factors identified in the present study.

کلیدواژه‌ها [English]

  • Education
  • Citizenship Development
  • Effective Requirements and Factors
  • Tehran High Schools
Aghazadeh, A. (2006). The principles and rules governing the process of citizenship: investigating the characteristics and changes happened in citizenship education in Japan. Educational Innovations, 5(3), 45-66 (Text in Persian)
Alberta Education Cataloguing in Publication Data The heart of the matter : character and citizenship education in Alberta schools,(2003), ISBN 0-7785-3791-9
Andrews, R. and A. Mycock (2007)، Citizenship Education in the UK: Divergence within a Multi-national State,, Citizenship Teaching and Learning, Vol.3, No.1, 73-88.appendixhtm [ Accessed 2010-01-27 4:42pm].
Banks J.A., (2004). Democratic citizenship education in multicultural societies. In: J.A. Banks, Editor, Diversity and Citizenship Education: Global
Brindusa, Camelia Gorea(2013), EU Legal Education in Romania: From Governmental Commitment to Academic ResponsibilityRevista Romaneasca pentru Educatie Multidimensionala 5 (1):161-197 .
Bazargan Harandi, A (2017). Introduction to qualitative research methods and a combination of common approaches in behavioral sciences. Tehran: Didar Publications. (Text in Persian).
Bodaghian, M., Nateghi, F. (2016). Identifying Citizenship’s Skills losses in the Primary School Curriculum. Research in Curriculum Planning, 13(49), 1-12. (Text in Persian).
Cahoone, L.E (2010). From modernism to post modernism: an anthology. Translated by Rashidian, A.K. Tehran: Ney Publications. (Text in Persian).
Ching Ho. Li. (2009). "Global Multicultural Citizenship Education: A Singapore Experience". The Social Studies.
Collado , M.C and Atxurra, R.l., (2006), Democratic citizenship in textbooks in Spanish primary curriculum. Curriculum studies.
Eridic,, G. (2008), Theorizing the Contemporary Citizenship: A Question for New Paradigms, Journal of Public Administration, vol I,no6,pp 52-73.
Ghorchian, N.Gh., Maleki, F,S (2017). Curriculum in the education system with emphasis on interdisciplinary methods. Tehran: Mashkoh Danesh Publications. (Text in Persian).
Gutek, G,L (2017). Philosophical and ideological perspectives on education. Translated by Pak Seresht, M.J. Tehran: Samt Publications. (Text in Persian)
Hanson , L . 2010. Global Citizenship, Global Health, and the Inte-nationalization of Curriculum:A Study of Transformative potential. Journal of Studies in International Education, vI4nI p70-88.
Hazeri, A., khalili, A. (2014). The Representation of Citizenship in the School-textbooks of Education Institution of Iran. Biquarterly Journal of Sociology of Social Institutions, 1(3), 131-149. (Text in Persian).
Farmihani, M (2016). The model of communicative virtuous citizenship education: a model for political and social education. Scientific Journal of Islamic Education. 24(31), 67-90. (Text in Persian).
Fathi Vajargah, K., & Vahed Choukadeh, S. (2006). Identifying the Hidden Curriculum Threats to Citizenship Education: The Case of Secondary School Education According to the Female Teachers' Viewpoints. Journal of Educational Innovations, 5(17), 93-132. (Text in Persian).
Hendriks, maria and Scheerens, jaap(2005), National Report on Citizenship Education in the Netherlands: The Dutch Context .Printed on acid – free pap
Hossein Gholi Pour, A., (2017). Analyzing the role of teachers in educating democratic citizens in Iran based on the teacher training program. Master Thesis, Kharazmi University. (Text in Persian)
Roshani Pasand, A., (2013). The effect of social atmosphere of schools on citizenship education in interaction with socio-economic class and educational levels of middle school male students in Tehran. Master Thesis. (Text in Persian).
Khezri Aghdam, M (2016). Explaining citizenship education compatible with the concept of power from the perspective of Hannah Arendt in order to propose citizenship education mechanisms in the Iranian education system. Ph.D Thesis. Tarbiat Modares University. (Text in Persian)
Krieble, Todd(2017),Civics and citizenship eduvation in New Zealand: A CASE for change? (DRAFTS). Policy quarterly, 12:2,31-36
Mohammad Jani, I (2016). The position of the global citizen in the study curriculum. Master Thesis. Allameh Tabatabaei University. (Text in Persian)
Moos, Lejf & Krejsler, John (2005), National Report on Citizenship Education: Denmark  and Per Fibæk Laursen, Printed on acid – free paper.
Marcus Bhargava and Lee Jerome (2020), Training Teachers for and through Citizenship:Learning from Citizenship Experiences, Societies 2020, 10, 36; doi:10.3390/soc10020036     
Matsuda, noritada (2014), Can Universities Supply Citizenship Education? A theoretical Insight, JAPANESE POLITICAL SCIENCE REVIEW 2(2014),89-110(DOL:10.15545/2.89).
Maslowaski , ralf (2005), A conceptual frame work on informal learning of active citizenship competeacies, Printed on acid – free paper.
Mehr Mohammadi, M (2014). Curriculum: Perspectives, Approaches and Perspectives. Beh Nashr Publications. (Text in Persian)
Narimani, M (2011). A study of the observance of the principles, principles and components of citizenship education based on Islamic teachings. Master Thesis. Isfahan University. (Text in Persian)
Nejati Hosseini, S.M (2005). Investigating the position of the concept of citizenship in the municipal law of Iran. Publications of the Organization of Municipalities of the country. (Text in Persian).
Nigro, S. (2013). Employment for civic education. Presentation at the UNESCO Forum on Global Citizenship Education, Bangkok, Thailand.
pashiardis ,petros & Georgiou ,Maria & Mihales Georghiou(2004), The national content of Citizenship Education in Cyprus, Printed on acid – free paper.
Salsbili, N., (2016). Curriculum Perspectives: Perceptions, Compositions, and Patterns. Single map. Tehran: Monadi Tarbiyat Publications. (Text in Persian)
Shahri, A., Azizi, N., Gholami, KH (2014). The place of the approach, learning to live together in the curriculum of the country's primary schools based on the UNESCO framework. Journal of Curriculum Studies. 2:26-59 (Text in Persian)
Shariat Madari, A., (2016). Principles of the philosophy of education. Tehran: Amirkabir Publications. (Text in Persian).
Shiyani, M (2010). The situation of citizenship and obstacles to its realization in Iran. Master Thesis. Allame Tabatabaei University. (Text in Persian).
Strauss, A.L., Corbin, J.M (2015). Basics of qualitative research. Translated by Mohammadi, B. Tehran: Institute of Humanities and Cultural Studies. (Text in Persian).
Thomas, sally & Peng Wen Jung and Ching Yee(2006), Wan National Report on Citizenship Education in English Secondary School Education, Printed on acid – free paper.                                                                                           
SkeLton, A. (2008). Studuing Hidden Curriculum: Developing a Perspective in the Postmodern Insights. Curiculum Studies, 5.
Schugurensky,Daniel and P. Myers, John (2020). Citizenship education: Theory, research and practice, Encounters on Education Volume 4, Fall 2003 pp. 1 - 10
UNESCO, IBE & APCEIU. (2017). Global Citizenship Concepts in Curriculum Guidelines of 10 Countries: Comparative Analysis. In-Progress Reflections No. 9 on Current and Critical Issues in Curriculum, Learning and Assessment. [Pdf] http://unesdoc.unesco.org/images/0024/002477/247788E.pdf [Accessed April
UNESCO; & GEFI-YAG. (2007). Measuring Global Citizenship Education A Collection of Practices and Tools. Working group contributed to the drafting of this report but the final content is ultimately the responsibility of CUE, UNESCO, and GEFI-YAG.
Veugelers,wiel (2011), Theory and practice of citizenship education . the case of policy , science and education in the Netherlands, revista de education ,numero extraordinario 2011, pp209-224