Designing and Validating the Localized Model of Critical Literacy Curriculum in High School

The present study aims to design and validate the localized model of critical literacy curriculum. In the qualitative phase of study, informant were 17 persons of the faculty members of curriculum studies and social and political science specialists from state and Islamic Azad University in Tehran. In the quantitative phase, the research samples included 207 informants of the professors of curriculum studies and  Ph.D. and senior students of curriculum development. The data collection tools were semi-structured interview at the qualitative phase and electronic researcher-made questionnaire on a 5-point Likert scale section in qualitative phase. The data analysis methods was three-steps encoding at the qualitative phase and descriptive and inferential statistics methods through SPSS and AMOs software in the qualitative phase. The results of the research indicated seven factors including ethical learning, constructivist orientation approach, self-directed learning, interactive learning strategies, interactive multimedia content, reflective learning, and problem perception enlighten the features of components of critical literacy curriculum. The model can enhance attitude, insights and critical thinking skills of students beside organizing their cultural, social and political activities.