Presenting a valid model for the curriculum based on attention to all subcultures in the Iranian curriculum system

This research has been done for two purposes first, to study the current situation and pay attention to the components related to subcultures based on the two elements of objectives and content of the Iranian curriculum, and second, to design and validate an appropriate model based on the views of curriculum experts where it turns into a desired situation.     The method used in the present research is applied in terms of purpose, which examines and answers research questions through a combination of exploratory research. Since the nature of the research requires the study and analysis of the views, experiences and opinions of professors and experts in the field of multicultural education, the phenomenological method has been used. The statistical population of this study included all specialists in the field of multicultural curriculum in education and universities. The snowball purposive sampling method was utilized. In addition, in order to collect information for the first question, the analysis and review of relevant books and for the second and fourth questions, the interview approach has been used. Results The results obtained in the first question showed that attention to ethnicities and cultures has a low position in the objectives and content of the curriculum of the first grade secondary school. In the second question, all university specialists and professors acknowledged the importance of subcultures in the curriculum. They expressed their views on considering the educational goals, topics and content of the curriculum based on Iranian ethnicities and cultures as two elements of the curriculum. Using initial coding, two elements of purpose and content were extracted from their comments. Then, a suitable model was designed to pay more attention to this important issue based on their views. The designed model indicates the authors' and educational policy makers' attention to the goals and content of the curriculum with regard to ethnicities and cultures. This model was recognized from the perspective of experts and those involved in education and the academia.