فراتحلیلی بر پژوهش‌ های آموزش چند فرهنگی، آموزش شهروندی، تربیت اخلاقی، تربیت سیاسی و تربیت دینی در ایران

بر پایه نظریه نهادی، پذیرفته شدن نظام آموزشی توسط محیط بیرونی تنها در گرو نهادینه کردن ارزش های انسانی - اجتماعی است. پژوهش حاضر بر آن بود تا عملکرد آموزشی و تربیتی مدارس ایران در نهادینه کردن این ارزش ها را مورد ارزیابی قرار دهد. بدین منظور، فراتحلیلی کیفی بر تمامی پژوهش هایی که به بررسی وضعِ موجود نظام آموزشی در نهادینه کردن ارزش های چندفرهنگی،  شهروندی،  اخلاقی، سیاسی و دینی از سال 1387 تا 1399پرداخته بودند، انجام شد. در گام نخست، 323 پژوهش شناسایی شدند که تنها 94 پژوهش به بررسی وضع موجود پرداخته بودند. پس از کنترل کیفی و پایش این پژوهش ها با استفاده از تکنیک کاسپ (casp)، در نهایت، 89 پژوهش به فراتحلیل راه پیدا کردند. یافته ها نشان داد که نظام آموزشی در نهادینه کردن ارزش های انسانی- اجتماعی، ضعیف و ناکارآمد عمل کرده است. از یک سو، در آموزش ها، توجهی ناکافی و نامناسب به این ارزش ها شده است. از دیگرسو، رویکردی که در آموزش این ارزش ها در پیش گرفته شده است، رویکردی غیرفعال، مکانیک و محافظه کارانه بوده است که بهادگیری ژرفی در دانش آموزان نمی انجامد. این مساله سبب شده که دانش آموزان تنها در سطح مفهوم با این ارزش ها آشنایی پیدا کنند و گرایشی راستین و پایدار در آن ها برای حرکت و روآوردن به این ارزش ها ایجاد نشود. در نهایت، تنها اهرم های فشار محیط بیرونی برای گذار به گونه گون شدن مدارس است که می تواند بستری برای نهادینه کردن ارزش های انسانی- اجتماعی فراهم کند که خود نیز نیازمند هموار و همتراز شدن ساختار اجتماعی جامعه است.

a meta-analysis of research on multicultural education, citizenship education, moral education, political education and religious education in iran

schools always need to respond to the values of social classes in the society to gain legitimacy. since the values are not limited to academic progress and technical-economic achievements, it is expected that schools respond to a diverse human and social values. therefore, schools need to institutionalize education that is linked to social and human value. the human-social values are manifested in dimensions such as multicultural education, citizenship education, ethics education, political education and religious education. in fact, in order for schools to be accepted in the society and among different social classes, they must also institutionalize human-social values. accordingly, the legitimacy of schools depends on responding to a diverse values. indeed, only through institutionalizing accepted human-social values, schools can be accepted in the society and also can establish a stable social base for themselves. therefore, schools are expected to accept cultural and racial diversity and create an opportunity to reduce inequalities and cultural biases; make students understand citizenship rights; educate the students ethics and make them a real human beings; finally, to institutionalize spiritual and religious values as a stable trend in them. the importance of these values has gone so far that some researches have shown that school leaders can penetrate their followers and lead them to higher goals by rely on value systems and create values. different researches have evaluated the current status of iran’s educational system in responding to human-social values. it is possible to evaluate the performance of the educational system by obtaining a comprehensive view of the researches which is conducted up to now. the present research aimed to evaluate the issue through a systematic review of all researches conducted in iran. although different researches in iran have investigated aspects of multicultural education, religious education, ethics education, political education and citizenship education, but now there is a need to integrate these researches to obtain a comprehensive view. legitimacy is based on the evaluations of powerful stakeholders. this means that powerful stakeholders in society evaluate the mechanisms of an organization (in this case, the educational system). if the organization has been able to institutionalize their values in its mechanisms, it will receive the financial aids and other support from those stakeholders. as a result, the organization will be stable and constant. but if that organization cannot institutionalize that values, the aids and support of the stakeholders will decrease or be cut off, and according to illich, de-schooling will happen in the society.  for the sake of this reason, when an organization is in crisis and its reputation is criticized, the managers and policy makers of that organization have to react immediately and repair the damage to their reputation. therefore, it seems that organizations are always forced to respond to the demands and expectations of stakeholders and organize their mechanisms in such a way that those demands and expectations are internalized and institutionalize in the organization. depending on the diversity and influence of the stakeholders in a society, we are faced with two approaches for legitimization. i have named these two approaches as engineered approach and diversity approach. educational systems that institutionalize values through engineered approach, institutionalize a unified identity and culture. therefore, the values related to the official and dominant culture of the society are taken into consideration but other values which is different from the dominant culture are neglected. this means that the social institutions of the society internalize the values of the dominant class and powerful shareholders in such an approach.