Conditions, strategies and consequences of multicultural education (Case study: teachers and pre-service teachers of Farhangian University of Ilam)

Multicultural education is one of the most important issues in educational systems and the importance of this issue is more visible in multicultural and multi-ethnic societies.

The main purpose of this research is how to deal with multicultural education from the perspective of teachers and pre-service teachers of Farhangian University of Ilam.

The research paradigm is interpretive, the research approach is qualitative, the research strategy is grounded theory, the study field includes primary school teachers and pre-service teachers of Farhangian University of Ilam. The sampling method is purposeful and theoretical sampling. The number of participants in the research was estimated to be 28 until the theoretical saturation stage. The information of the participants in the research was based on gender, educational level and work experience. The data collection tool was a semi-structured interview and the tactic used was hidden content analysis. The data format was also in audio format. Three stages of Open,Axial and Selective coding were used to analyze the data.

By examining the obtained data, 341 concepts; 66 subcategories and 30 categories were obtained, and based on the three elements of Strauss and Corbin's paradigmatic model, they were categorized into conditional, interactive, and consequential dimensions, and the core or central category was named "the inevitability of multicultural education discourse".

According to what the teachers said about multicultural education, it can be said that teachers have a positive view of multicultural education and consider it as one of the necessities of the present age.