فصلنامه مطالعات برنامه درسی
پیاپی 26 (پاییز 1391)

The diversity and plurality of Iran society from different aspects (such as cultural، racial and ethnicity varieties) is required to be placed in educational system and its curricula. By this way، varied and different cultures and regions will have a context and opportunity for active participation in national development. In present situation of our country، presence and dominance a generic and universal curriculum and neutral to differences، ignore and overlook all the cultural، racial and regional differences. Thus، multicultural curriculum becomes a neglected and null dimension of curriculum in Iran educational system. This problem establish and stabilize many of social، cultural and identical gaps and crisis in of society. This paper with reference to role، importance and functions of a multicultural curriculum، seeks to emphasize to the integration of multicultural elements، phenomena and concepts and contents with Iranian students curricula.

M. T. Mahmoudi (Ph. D.) Islamic Azad University Shahrekord Branch This article aims to investigate the relationship between cultural studies as a discipline & curriculum. The most significant characteristic of cultural studies is the point that culture is the center of analysis of economics، politics & education. cultural studies & curriculum are releted in three areas: First، it is an introduction for educators and education researchers to some of the most important theoretical debates and analytic frameworks that have shaped the field of cultural studies. Second، it offers an introduction to and examples of three important areas of inquiry in which education and cultural studies overlap: gender and queer studies; postcolonial and ethnic studies; and popular culture and youth studies. Third، it illustrates how education scholars have dealt with the conceptual challenges of cultural studies and how education offers unique perspectives and contributions to the broader debates in the field. Pay attention to role of Teachers، emphasis on languge& power،resistance theory&. etc. are among the issue touched on by cultural studies.

The purpose of this study is the exploration of cuktural presupositions of students regards nature. The issue of how the presuppositions influence science learning is discussed. Semantic ethnography as a method of investigation was drawn on. Informants were students in grade 9 in two high schools. Based on World view Theory of Kearney، presuppositions of students in four universal categories were investigated (relationship، classification، causality and time). We found five subcategories in students’ view: aesthetic، religious-mystical،conservationist، naturalistic and mysterious perspectives. Finally some points for culture sensitive science curricula are discussed.

In this study، the responses of 36 teachers about educational refor m by implementing a quatitative scale have been collected. The results showed that there are three categories based on the teacher''s response (receptive، Indifference، opposition) in schools. Ethnography interviews and observations with 9 apprentice and veteran teachers were organized. The results confirmed there are different beliefs about the teacher’s profession، different reactions to the changes and in total different teacher culture among novice teachers and veteran teachers. The results showed similar performance between teachers with more than three years of experience with the teachers more than 10 years.

for conducting a study about the role of culture in the structure of written language of students’ achievement in primary schools of Ahvaz، using a diagnostic questionnaire for social class and a film and the total score of academic achievement، with participate of 120 students (boys- girls) from two rich and poor districts، it was found that students of high social class used more grammatical words، nouns، verbs and adjectives than other students of low social class. Therefore it could be said that students of high social class apply elaborated linguistic codes and students of low social class apply restricted linguistic codes. Girls use more verbs and adjectives than boys، but there was no relation between gender and frequency of the number of application of nouns، pronouns and adverbs. Students with elaborated linguistic code have high academic achievement than students with restricted linguistic codes.

This study aimed at Explaining the analyzing of cultural dimensions of English language instruction curriculum. Methods was descriptive - correlation. Therefore، 88 learners of Pardis Toos Scientific Institute in Ferdowsi University of Mashhad were selected by using the census method and completed cultural - social capital’s Questionnaire (2012-2013). Findings showed variance of learners’ language learning can be predicted by their cultural - social capital (F(1،86) =16/28، p=0/000). M. A students rather than graduate and associate students were in high level of cultural - social capital (F(2،86) =3/71، p=0/029) and both genders hah relatively similar cultural - social capital level (F(1،86) =0/68، p=0/411). With regard to the findings and according to Bourdieu''s theoretical basis، can be acknowledged that should be note to culture in design، development and implementation of language curricula for enrich the culture too.

It is not a long time since the issue of culture and its relation to learning has entered the domain of educational sciences. Studies indicate that different cultural patterns affect the learners’ behavior and differentiate their learning methods. So we face on different styles of teaching and learning. According to studies، it can see differences in styles of teaching and learning. This paper reviews the research conducted in relation between cultures and styles of teaching and learning. The method of study was a descriptive – analytic، the relationship between culture and learning styles is extracted by theoretical review and field research، and ultimately its results are used in curriculum.