Conceptualization Process of Multicultural Education from the Perspective of Teachers of Iranian Ethnoses: Grounded Theory

The present study was conducted to conceptualize the process of multicultural education from the viewpoint of teachers of Iranian ethnoses. The research is qualitative with an emphasis on grounded theory. The study field consists of teachers from six Iranian ethnoses (Azeri; Turk, Baluch, Turkmen, Arabs, Kurds and Lore) in elementary education, and the participants in the research were fifty teachers from different ethnoses. Sampling method in this research is purposeful sampling and theoretical sampling. Sample saturation has been used to reach the standard. Three types of coding were used to analyze the data. In total, five hundred and seventy nine concepts, one hundred thirty five subcategories and twenty six categories were extracted. The following categories of circumstances are: risky single culture, multicultural background, generalization of multiculturalism, the existence of cultural resistance discourse, linguistic challenges, Cultural self-esteem, self-deprecation of ethnic identities, society's lack of stability, multiculturalism, ethnic stereotyping, Multicultural fears, the existence of educational Politicization, the hegemony of Persian language. The categories in the interactive dimension are: multicultural opponents, ethnic expertism, multicultural re-education, ethnic governance, language policy, the realization of justice discourse and Categories include the following outcome: educational excellence, learning effectiveness, systematic convergence, ethnic stereotyping, ethnic intercourse, and the development of individual skills and the equalization of educational opportunities. In this research, the core category was called “Necessity Multicultural Education ".