نوع المستند : Original Article
المؤلفون
1 Assistant Professor , Arabic Language and Literature, Sayyed Jamaleddin Asadabadi University, Hamadan, Iran.
2 Assistant Professor of Educational Administration, Department of Educational Sciences, Sayyed Jamal-eddin Asadabadi University, Hamadan, Iran
المستخلص
This study analyzes the content of Arabic textbooks in Iranian schools, focusing on two fundamental axes of educational justice and cultural diversity. The main goal was to assess the extent to which the content provided conforms to the ideals of global citizenship education and the fair representation of contemporary and regional identities. The research methodology was based on qualitative and quantitative content analysis based on the classification of inferential findings. The main results showed that the current structure of textbooks, with a predominance of more than 70% of purely linguistic and grammatical content, has practically led to cultural indifference and marginalized the opportunity for intercultural interaction. Also, the limited and stereotypical share of cultural representation (about 4.5%) has led to the hegemonic representation of dominant identities and the neglect of contemporary identity variations such as educated women and young entrepreneurs. Furthermore, presenting moral concepts in a purely normative and affirmative manner weakens the critical function of language, and existing assessment tools are also unable to measure the depth of cultural concepts. Finally, this study concludes that current Arabic textbooks lack an approach based on educational justice and are in need of an urgent paradigm shift. The main suggestion is to move from teaching Arabic as a purely grammatical tool to an analytical-critical context in which enriching the content with contemporary intercultural texts and incorporating challenging texts play a central role in teaching Arabic in order to cultivate active citizens in the global community.
الكلمات الرئيسية