The review and critique of the national curriculum document 3rd edition of the I.R. of Iran based in Robertson's glocalization idea

This paper intends to review and criticize the national curriculum document 3rd edition of the I.R. of Iran relying on Robertson’s glocalization idea. By using conceptual analysis, analytical and descriptive– critical methods, issues are presented in three parts. First, Robertson’s globalization theory is introduced. Then after pointing out the weaknesses and limitations at this theory, Robinson's more comprehensive theory of glocalization is discussed. Finally, relying on the idea of glocalization that addresses both global and local affairs, an ideal model of national curriculum document is developed. On the basis of this model, the national curriculum document 3rd edition of the I.R. of Iran is reviewed. The findings indicate that based on the revised model the document to be expected to provide learning opportunities for learners in accordance with the Islamic and native standards. Thus, the spirit or logic governing the document facilitates return own most roots avoidance of alienation, and revitalization of Islamic value. Moreover, the popular and false notion about globalization and identity could cause this program to orientate toward local and particularism and to deviate from glocal ideal model.