The Misconstruction of the Postmodern Curriculum at the Beginning of the 21st Century in Mainland China: From the Perspectives of Curriculum Culture

Wei, Kan

doi:10.17265/2159-5836/2018.12.014

“…The ndings from the quantitative analysis revealed that pluralism was indeed integrated into the university programs, whereas the qualitative analysis did not support this claim. Wei (2018) explored the introduction of pluralism in curriculum shifts in China since the beginning of the 21st century. The study discussed how, over a period of 15 years, the government responded to rapid economic development and the pressures of exam-oriented teaching by introducing a postmodern curriculum framework that went beyond the con nes of the traditional curriculum.…”

Section: Empirical Studiesmentioning

confidence: 99%

A Qualitative Study on Iranian EFL Teachers’ Perceptions of a Diversified Education

zadeh,

Varnosfadrani,

Amiryousefi

2024

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One characteristic of societal changes is the emergence of societies that possess a diverse and pluralistic orientation towards digital platforms. These societies recognize the importance of implementing pluralistic educational approaches within their educational programs. The objective of this research was to investigate the perspectives of Iranian English as a Foreign Language teachers regarding a diverse digital education. To achieve this goal, a qualitative thematic analysis and a semi-structured interview were employed. The study participants consisted of 20 Iranian English teachers, both male and female, who were selected through convenience sampling. The results of the analysis revealed several key themes, including the utilization of diverse teaching methods, materials, tools, and activities; the development of curricula that cater to the interests, needs, and opinions of students; the provision of equal opportunities for all students to maximize their potential; the promotion of individual and group pride and identity; the encouragement of critical thinking skills in students; the establishment of a fair distribution of power within society; the recognition and utilization of individual and group differences; the emphasis on personal growth and development; the creation of inclusive classrooms that value all perspectives, experiences, and thought processes; the teaching of effective responses to cultural and ethnic differences; the incorporation of diversity in evaluation procedures; the importance of fairness in the evaluation process; the evaluation of learning outcomes and achievements; the promotion of multicultural awareness among students; and the encouragement of gender equality. These findings hold important implications for EFL learners, teachers, and curriculum planners.

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Nurturing multiculturalism in Iranian EFL teacher education: an in-depth scrutiny of experts’ and teachers’ perceptions

Salimi,

Rad

2024

Asian. J. Second. Foreign. Lang. Educ.

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Given that Iran is the host of a variety of cultures characterized with diverse languages, viewpoints, and customs, the empty place of multiculturalism in its ELT system is deeply felt. The present study sought to tackle multiculturalism in EFL teacher education in the context of Iran by exploring Iranian EFL experts’ and teachers’ perceptions. The participants of this study consisted of the two groups. The first group included 15 male and female multicultural education experts. The second group of the participants included of 60 (30 males and 30 females) Iranian EFL teachers. To collect the required data, a demographic information scale, two semi-structured interviews and an audio-reflective journal were used. Data analysis was done via qualitative thematic analysis by MAXQDA. As revealed by the results, several themes were extracted as the components of the multicultural EFL teacher education, as uncovered by the experts’ views some of which include Eliminating Race-Related Inequalities, Eliminating Gender-Related Inequalities, and Eliminating Social Class-Related Inequalities. Moreover, the Necessary Communicative Skills, Positive Thinking, Difference Acceptance, and Multicultural Content, Various Evaluation Methods were found as some of the extracted EFL teachers’ perceptions of multicultural EFL teacher education. The findings have some implications for different groups of stakeholders including EFL teachers, teacher educators and teacher education material developers who can take useful insights from the findings in teaching EFL, educating student-teachers and developing future curricula, respectively.

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Nurturing Multiculturalism in Iranian EFL Teacher Education: An In-Depth Scrutiny of Experts’ and Teachers’ Perceptions

Salimi,

Rad

2023

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0

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Given that Iran is the host of a variety of cultures characterized with diverse languages, viewpoints, and customs, the empty place of multiculturalism in its ELT system is deeply felt. The present study sought to tackle multiculturalism in EFL teacher education in the context of Iran by exploring Iranian EFL experts’ and teachers’ perceptions. The participants of this study consisted of the two groups. The first group included 15 male and female multicultural education experts. The second group of the participants included of 60 (30 males and 30 females) Iranian EFL teachers. To collect the required data, a demographic information scale, two semi-structured interviews and an audio-reflective journal were used. Data analysis was done via qualitative thematic analysis by MAXQDA. As revealed by the results, several themes were extracted as the components of the multicultural EFL teacher education, as uncovered by the experts’ views some of which include Eliminating Race-Related Inequalities, Eliminating Gender-Related Inequalities, and Eliminating Social Class-Related Inequalities. Moreover, the Necessary Communicative Skills, Positive Thinking, Difference Acceptance, and Multicultural Content, Various Evaluation Methods were found as some of the extracted EFL teachers’ perceptions of multicultural EFL teacher education. The findings have some implications for different groups of stakeholders including EFL teachers, teacher educators and teacher education material developers who can take useful insights from the findings in teaching EFL, educating student-teachers and developing future curricula, respectively.

show abstract

The Misconstruction of the Postmodern Curriculum at the Beginning of the 21st Century in Mainland China: From the Perspectives of Curriculum Culture

Cited by 3 publications

References 5 publications

A Qualitative Study on Iranian EFL Teachers’ Perceptions of a Diversified Education

A Qualitative Study on Iranian EFL Teachers’ Perceptions of a Diversified Education

Nurturing multiculturalism in Iranian EFL teacher education: an in-depth scrutiny of experts’ and teachers’ perceptions

Nurturing Multiculturalism in Iranian EFL Teacher Education: An In-Depth Scrutiny of Experts’ and Teachers’ Perceptions

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