Examining Intercultural Interactions from the Primary School Students & Teachers’ Perspective of Ardakan City: A Comparative Analysis at the Spatial Level of Class and Individual

Document Type : Qualitative Research Paper

Authors

1 Educational administration and planning, Al-zahra University, Tehran, Iran

2 Department of Educational Administration and Planning, Al-Zahra University, Tehran, Iran

3 Department of Curriculum Planning, Allameh Tabatabai University, Tehran, Iran

10.22034/jsa.2023.63081

Abstract

Migration has become an international challenge that has affected all social institutions, especially the educational system, in terms of changing the composition of the cultural context of students. Therefore, intercultural communication is the key to creating social harmony. The aim of research was to analyze intercultural interactions from the perspective of primary school students and their teachers in Ardakan City, using grounded theory method. The research field includes teachers and pupils of different ethnic groups in Ardakan City, and purposeful sampling methods (semi-structured interview & free group interview) for data collection and open, central, and selective coding methods for data analysis were used, respectively. The findings of the research point to three similarities between the views of teachers and students and two basic differences: Effectiveness of intercultural interactions makes students more prepared to accept and choose a transformational strategy and live in a multicultural society under the influence of age characteristics. In contrast, teachers' efforts to ignore and downplay cultural differences are based on emphasizing the national and systemic curriculum and devoting more time. The results of the research indicate that intercultural interactions in immigrant-accepting areas should be considered by policymakers and educational planners in order to reduce tensions and lead to intercultural synergy

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References

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School Administration
Volume 11, Issue 4 - Serial Number 25
December 2023
Pages 132-155

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History

  • Receive Date: 19 December 2023
  • Revise Date: 06 January 2024
  • Accept Date: 14 January 2024

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