قوم نگاری چالش های معلمان غیر بومی در مدارس دارای خرده فرهنگ های بومی

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎﻫﺪف ﻗﻮمﻧﮕﺎری ﭼﺎﻟﺶﻫﺎی ﻣﻌﻠﻤﺎن ﻏﯿﺮﺑﻮﻣﯽ در ﻣﺪارس دارای ﺧﺮدهﻓﺮﻫﻨﮓﻫﺎی ﺑﻮﻣﯽ اﻧﺠﺎمﺷﺪه اﺳﺖ. ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ از ﻧﻮع ﮐﯿﻔﯽ و ﻗﻮم ﻧﮕﺎراﻧﻪ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎری ﺗﺤﻘﯿﻖ ﺷﺎﻣﻞ ﺷﻬﺮﺳﺘﺎن ﭼﻨﺪ ﻗﻮﻣﯿﺘﯽ ﻻﯾﻦ ﻧﻮ اﺳﺖ. ﻧﻤﻮﻧﻪ آﻣﺎری ﺑﻪ ﺷﯿﻮه ﻫﺪﻓﻤﻨﺪ از ﻧﻮع ﻣﻄﻠﻮب اﻧﺘﺨﺎبﺷﺪه اﺳﺖ. اﺑﺰار ﺟﻤﻊآوری دادهﻫﺎ ﻣﺸﺎﻫﺪه در ﻣﯿﺪان ﺗﺤﻘﯿﻖ و ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﺑﻮده اﺳﺖ. ﺑﻪﻣﻨﻈﻮر دﺳﺖ ﯾﺎﻓﺘﻦ ﺑﻪ دادهﻫﺎی ﻣﻮردﻧﻈﺮ،6 ﻣﺪرﺳﻪ دارای ﺧﺮدهﻓﺮﻫﻨﮓﻫﺎی ﺑﻮﻣﯽ ﻣﻮرد ﻣﺸﺎﻫﺪه ﻧﯿﻤﻪ ﻣﺸﺎرﮐﺘﯽ ﻗﺮار ﮔﺮﻓﺖ و ﺑﺎ 11 ﻧﻔﺮ از ﻣﻌﻠﻤﺎﻧﯽ ﮐﻪ ﻫﻤﮑﺎران ﻏﯿﺮﺑﻮﻣﯽ داﺷﺘﻨﺪ و ﻧﯿﺮوﻫﺎی ﺑﻮﻣﯽ ﻧﯿﺰ ﻣﺼﺎﺣﺒﻪ اﻧﺠﺎم ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎی ﺣﺎﺻﻞ ﺑﻪ روش ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮای ﻣﻮﺿﻮﻋﯽ ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﺑﺮای اﻋﺘﺒﺎر ﯾﺎﺑﯽ از اﺳﺘﺮاﺗﮋیﻫﺎﯾﯽ ﭼﻮن ﻣﺸﺎرﮐﺖ ﻃﻮﻻﻧﯽ در ﻣﯿﺪان ﻣﻄﺎﻟﻌﻪ، اﺳﺘﻔﺎده از ﻣﻨﺎﺑﻊ ﭼﻨﺪﮔﺎﻧﻪ، ﺑﺎزﺑﯿﻨﯽ ﻣﮑﺮر، ﺗﻮﺻﯿﻒ ﭘﺮﻣﺎﯾﻪ، ﮐﺪﮔﺬار دوم و ﮐﻨﺘﺮل اﻋﻀﺎء اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ اﺻﻠﯽ را ﻣﯽﺗﻮان در 3 ﻣﻘﻮﻟﻪ اﺻﻠﯽ و 15 زﯾﺮ ﻣﻘﻮﻟﻪ ﺑﻪ ﺷﺮح ذﯾﻞ ﻃﺒﻘﻪﺑﻨﺪی ﮐﺮد. ﻋﺪم ﺗﻮاﻧﺎﯾﯽﻫﺎ و ﻗﺎﺑﻠﯿﺖﻫﺎی ﻣﻌﻠﻤﺎن ﻏﯿﺮﺑﻮﻣﯽ در ﻣﺤﯿﻂﻫﺎی ﺑﻮﻣﯽ )زﯾﺮ ﻣﻘﻮﻻت: ﺷﺮاﯾﻂ زﻧﺪﮔﯽ در ﻣﺤﯿﻂﻫﺎی ﺑﻮﻣﯽ، ﭼﺎﻟﺶﻫﺎی ﻣﺮﺗﺒﻂ ﺑﺎ اﯾﺎب و ذﻫﺎب ﻣﻌﻠﻤﺎن ﻏﯿﺮﺑﻮﻣﯽ، ﭼﺎﻟﺶﻫﺎی ارﺗﺒﺎﻃﯽ، اﻧﮕﯿﺰه ﭘﺎﯾﯿﻦ، ﻧﺎآﺷﻨﺎﯾﯽ ﻣﻌﻠﻤﺎن ﻏﯿﺮﺑﻮﻣﯽ ﺑﺎ آﻣﻮزش ﻣﺘﻨﺎﺳﺐ ﺑﺎﻓﺮﻫﻨﮓﻫﺎ، ﺿﻌﻒ در ﻣﺪﯾﺮﯾﺖ ﮐﻼس و ﻣﺪرﺳﻪ، ﺗﻔﺎوت ﻓﺮﻫﻨﮕﯽ و زﺑﺎﻧﯽ و ﻋﺪم درک ﺗﻨﻮع ﻓﺮﻫﻨﮕﯽ(، ارزشﻫﺎی در ﻓﺮﻫﻨﮓ ﺑﻮﻣﯽ و ﺗﺄﺛﯿﺮ آن در ﻧﮕﺮش ﺑﻪ ﻣﻌﻠﻤﺎن ﻏﯿﺮﺑﻮﻣﯽ )زﯾﺮ ﻣﻘﻮﻻت: ﻫﺮاس از ﺿﻌﯿﻒ ﺷﺪن و ﻧﺎﺑﻮدی ﻓﺮﻫﻨﮓ ﺑﻮﻣﯽ، ﺗﺄﮐﯿﺪ ﺑﺮ ﺗﺮﺑﯿﺖ ﻓﺮزﻧﺪان ﺑﻪ ﺷﯿﻮه ﺑﻮﻣﯽ، ﺗﻌﺼﺐ ﺷﺪﯾﺪ ﺑﻮﻣﯿﺎن ﺑﻪ ﺣﻔﻆ ارزشﻫﺎی ﺑﻮﻣﯽ، ﺣﺴﺎﺳﯿﺖﻫﺎی ﺑﻮﻣﯿﺎن در ﻣﻮرد اداﻣﻪ ﺗﺤﺼﯿﻞ دﺧﺘﺮان، اﻋﺘﻤﺎد ﺑﻮﻣﯿﺎن ﺑﻪ ﺗﻮاﻧﻤﻨﺪیﻫﺎی ﻣﻌﻠﻤﺎن ﺑﻮﻣﯽ(، ﺗﺤﻮﻻت دﻫﻪ اﺧﯿﺮ در ﻓﺮﻫﻨﮓ ﺑﻮﻣﯿﺎن و ﺗﺄﺛﯿﺮ آن ﺑﺮ ﻧﮕﺮش ﺑﻪ ﻣﻌﻠﻤﺎن ﻏﯿﺮﺑﻮﻣﯽ )زﯾﺮ ﻣﻘﻮﻻت: اﻓﺰاﯾﺶ ﻧﯿﺮوﻫﺎی ﺑﺎﺳﻮاد در ﻣﻨﻄﻘﻪ و ﺗﺄﮐﯿﺪ آنﻫﺎ ﺑﺮ ﺣﻔﻆ ﻓﺮﻫﻨﮓ ﻣﻌﯿﺎر ﺗﻮﺳﻂ ﻣﻌﻠﻤﺎن ﺑﻮﻣﯽ، ﮔﺴﺘﺮش اﻟﮕﻮﺑﺮداری ﻓﺮزﻧﺪان ﺑﻮﻣﯿﺎن از ﻓﺮﻫﻨﮓﻫﺎی ﺑﺮون ﮔﺮوﻫﯽ و ﺑﺮونﻣﺮزی و ﭘﯿﺎﻣﺪﻫﺎی ﻧﺎﻣﻄﻠﻮب آن، ﺷﮑﺴﺖ ﺑﻮﻣﯿﺎن در اﻋﺘﻤﺎد ﺑﻪ ﻓﺮﻫﻨﮓ ﺑﺮون ﮔﺮوﻫﯽ در ﺑﺮﺧﯽ ﻣﻮارد، ﻫﺸﺪارﻫﺎی ﻓﻌﺎﻻن ﻓﺮﻫﻨﮕﯽ ﻣﻨﻄﻘﻪ در ﺟﻬﺖ ﺣﻔﻆ ارزشﻫﺎی ﺑﻮﻣﯽ از دوره اﺑﺘﺪاﯾﯽ در ده اﺧﯿﺮ(. ﻧﺘﺎﯾﺞ اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮای ﺷﻨﺎﺳﺎﯾﯽ ﺗﻔﺎوتﻫﺎی ﻓﺮﻫﻨﮕﯽ و اﺣﺘﯿﺎط از ﺑﮑﺎر ﮔﯿﺮی ﻣﻌﻠﻤﺎن ﻏﯿﺮﺑﻮﻣﯽ در ﻣﻨﺎﻃﻖ دارای ﺧﺮدهﻓﺮﻫﻨﮓﻫﺎی ﺑﻮﻣﯽ ﺑﮑﺎر ﻣﯽآﯾﺪ

ethnography challenges of non-native teachers in schools with indigenous subcultures

the present study aimed to ethnographize the challenges of non-native teachers in schools with indigenous subcultures. the present research is qualitative and ethnographic. the statistical population of the research includes the multi-ethnic city of new line. the statistical sample is purposefully selected from the desired type. data collection tools were semi-structured observation in the field of research and interview. in order to obtain the desired data, 6 schools with indigenous subcultures were observed semi-participatory and 11 teachers with non-native colleagues and local forces were interviewed. the findings were analyzed by thematic content analysis. strategies such as long-term participation in the field of study, use of multiple resources, repeated reviews, rich description, second coding, and member control were used to validate. the main results can be classified into 3 main categories and 15 subcategories as follows. lack of abilities and capabilities of non-native teachers in indigenous environments (subcategories: living conditions in indigenous environments, transportation-related challenges non-native teachers, communication challenges, low motivation, unfamiliarity of non-native teachers with culture-appropriate education, poor classroom and school management, cultural and linguistic differences and lack of understanding of cultural diversity), values in indigenous culture and its impact on teachers' attitudes non-natives (subcategories: fear of weakening and destroying indigenous culture, emphasis on raising children in an indigenous way, indigenous prejudice against indigenous values, indigenous sensitivities about girls' education, indigenous trust in the abilities of indigenous teachers), recent developments in indigenous culture and its impact on attitudes toward non-indigenous teachers (subcategories: increasing literacy in the region and emphasizing the preservation of standard culture by indigenous teachers it's the failure of indigenous people to trust outside culture in some cases, warn my cultural activists taqa in order to preserve indigenous values from the elementary period in the last ten). the results of this study are used to identify cultural differences and caution from employing non-native teachers in areas with indigenous subcultures.