Document Type : Research Paper
Authors
1
PhD student, Curriculum Planning, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran
2
Professor, Curriculum Studies, Department of Educational Sciences, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran
3
Associate Professor, Department of Educational Sciences, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran
4
Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran
Abstract
This study aimed to identify symbolic violence and its exemplars in the Iranian school curricula via interviews and thematic analysis. Due to the interdisciplinary nature of the subject, the interviewees were purposively selected from among faculty members and curriculum planning, educational psychology, and sociology of education experts. The data were collected using in-depth semi-structured interviews. The adequacy of the research sample and the quality of the data and interpretations were ensured via a combination of credibility, transferability, dependability, and confirmability. The reliability of interview coding was determined using the intra-class correlation coefficient of kappa. The collected data were analyzed using Braun and Clarke's three-step model. The results showed that symbolic violence can be applied to all elements of the curriculum. As an instrumental component of the educational system, schools unintentionally reproduce individual and social inequalities through the curriculum.
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