CULTIVATING INCLUSIVITY: A PLURALISTIC APPROACH TO ENGLISH CURRICULUM DEVELOPMENT AND VALIDATION IN IRANIAN HIGH SCHOOLS

Authors

  • Sayed Ahmadi Ph.D. Candidate of TEFL, Department of Foreign Languages and Linguistics, International Campus, Shiraz University, Iran
  • Ayatollah Zohrab Professor of TEFL, Department of Foreign Languages and Linguistics, Shiraz University, Iran

DOI:

https://doi.org/10.37547/philological-crjps-04-12-08

Keywords:

Pluralistic Curriculum, English Teaching, Curriculum Development

Abstract

This research introduces and validates a Pluralistic Curriculum (PC) model designed for English teaching in Iranian high schools, aimed at fostering inclusivity and diverse perspectives. Titled "Cultivating Inclusivity," the study navigates through the development and validation phases of the PC model. By incorporating a diverse range of cultural, linguistic, and literary elements, the curriculum seeks to enhance students' language proficiency while promoting an understanding of global perspectives. The validation process involves rigorous assessments of effectiveness, relevance, and cultural sensitivity. The findings contribute to the advancement of English language education in Iran, offering a pluralistic framework that aligns with the diverse cultural landscape of the nation.

Downloads

Download data is not yet available.

References

Abdeli Soltan Ahmadi, J., & Sadeghi, A.R. (2016). Designing and validating multicultural curriculum model in Iran public educational. Journal of Curriculum Studies (J.C.S.), 10(39), 71-108.

Adams, J. (2004). Room 13 and the contemporary practice of artist-learners. Retrieved from room13international.org/wp-content/.../Room-13-article-Jeff-Adams-Goldsmiths.pdf

Aikman, S., & Unterhalter, E., Eds. (2007). Practising gender equality ineducation. Oxford, Oxfam GB.

Ary, D., Jacobs, L. C., & Sorensen, Ch. (2010). Introduction to research in Education (8th ed.). Belmont: Wadsworth Group.

Budzinski, O. (2008). Monoculture versus diversity in competition economics. Cambridge Journal of Economics, 32(2), 295–324.

Colombo, M. (2013). Introduction. Pluralism in education and implications for analysis. Italian Journal of Sociology of Education, 5(2) , 1-16.

Daryai-Hansen, P., Gerber, B., Lorinez, I., Haller, M., Ivanova, O., Krumm, H-J., & Reich, H.H. (2015). Pluralistic approaches to language in the curriculum: the case of French-speaking Switzerland, Spain and Austria. International Journal of Multilingualism, 12(1), 109-127.

Dow, S. (1996). The methodology of macroeconomic thought. Cheltenham: Elgar.

Dow, S. (1997). Methodological pluralism and pluralism of method, In A. Salanti and E. Screpanti, eds) Pluralism in economics, Cheltenham: Elgar.

Dow, S. (2004). Uncertainty and monetary policy. Oxford Economic Papers, 56, 539–61.

Ferrero, D. J. (2003). Embracing Pedagogical Pluralism: An Educator’s Case for (at Least Public) School Choice. Education Policy Analysis Archives, 11(30), 1-21.

Giselbrecht, M. (2009). Pluralistic approaches – A long overdue paradigm shift in education. Scottish Languages Review , 11-20.

Gollnick, D. M., & Chinn, P. C. (2002). Multicultural education in a pluralistic society (6th ed.). New York: Merrill.

Downloads

Published

2023-12-15

How to Cite

Sayed Ahmadi, & Ayatollah Zohrab. (2023). CULTIVATING INCLUSIVITY: A PLURALISTIC APPROACH TO ENGLISH CURRICULUM DEVELOPMENT AND VALIDATION IN IRANIAN HIGH SCHOOLS. Current Research Journal of Philological Sciences, 4(12), 42–46. https://doi.org/10.37547/philological-crjps-04-12-08

Issue

Vol. 4 No. 12 (2023): Volume 04 Issue 12

Section

Articles

License

Copyright (c) 2023 Sayed Ahmadi, Ayatollah Zohrab

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.