Document Type : Research Paper
Authors
1 Department of Educational Science
2 Associate Professor, Ferdowsi University of Mashhad
3 Teacher of non-profit schools
Abstract
The purpose of this ethnographic study is to challenge the challenges of non-native teachers in schools with indigenous subcultures. The qualitative method of ethnographic and community type includes all primary schools and indigenous communities of Marzi Line city. After analyzing the findings using the thematic content analysis method, the findings are in 9 components, including the disabilities of non-native teachers in indigenous environments, indigenous fears of weakening indigenous culture, inability of non-native teachers to control students in multilingual areas, lack of Non-native teachers have indigenous information for better education and performance of students, Indigenous community welcomes indigenous teachers to learn and motivate students, Non-native teachers' communication problems with the indigenous community, Indigenous people's lack of trust in outsiders, Model concern Indigenous perceptions of non-native culture, lack of indigenous environment characteristics were identified in non-native teachers, and the conceptual model of non-native teachers' challenges was identified. Since Iran has a variety of indigenous and ethnic subcultures, in order to pay attention to the principle of educational justice, it is suggested that a curriculum of cultural accountability be developed and presented in accordance with the systems of indigenous communities. Keywords: Teachers, Indigenous areas, Challenges Teachers, non-native areas, challenges, ethnography
Keywords
Ashok, F. (2020.) FINLAND EDUCATION SYSTEM. I Akpan, L. (2019). The political undertone in the development of nomadic education in Africa: Lessons from Nigeria. American Journal of Qualitative Research, 2(1), 1-21.
nternational Journal of Science and Society, Vol 2, Issue 2, 2020.
Banks, J. A. & Banks, C. A. M. (2005). Multicultural education Issues and Perspectives Voicing perspectives. London and New York: Routledge. 10-117.
342.
Bruner, J. (1996). The culture of Education. Harvard University.
Cheng, Y. C. (2000), A CMI-triplization Paradigm for Reforming Education in the New Millennium, International Journal of Educational Management, 14(4), 156–174.
Beauchamp, M. R., Crawford, K. L., & Jackson,[1]B. (2019). Social cognitive theory and physical activity: Mechanisms of behavior change, critique, and legacy. Psychology of Sport and Exercise, 42, 1 Ferguson, L. M. (2019). Expectancy-value theory of achievement motivation: How perceived racial prejudice can influence ability beliefs, expectancy beliefs and subject task value of Metis post-secondary students. Aboriginal Policy Studies, 8(1), 25-46. https://doi.org/10.5663/aps.v8i1.29341
Cheng, Y. C. (2004). Fostering local knowledge and human development in globalization of education. International Journal of Educational Management, 18 (1), 7-24.
De Kock, T., Sayed, Y., & Badroodien, A. (2018). Narratives of social cohesion": Bridging the link between school culture, linguistic identity and the English language. Education as Change, 22(1), 1-29.
Denis, V. (2011). Silencing Aboriginal curricular content and perspectives through multiculturalism: There are other children here. Review of education, pedagogy, and cultural studies, 33(4), 306-317.
Dyer, C. (2016). Evolving approaches to educating children from nomadic communities. Prospects, 46(1), 39-54.
Freire, P. (1970) Pedagogy of the oppressed, Penguin books
Gligorović, B., Nikolić, M., Terek, E., Glušac, D., & Tasić, I. (2016). The impact of school culture on Serbian primary teachers’ job satisfaction. Hacettepe University Journal of Education [Hacettepe universities Egitim Fakultesi Dergisi], 31(2), 231- 248.
ier, S., Mattucci6, S., Bazylak, J., Mante1, A., Robinson8, M., Herrmann9, R., and Staub-French4, S. (2020.) INDIGENOUS INITIATIVES IN ENGINEERING EDUCATION IN CANADA: COLLECTIVE CONTRIBUTIONS Proceedings 2020 Canadian Engineering Education Association (CEEA-ACEG20) Conference.
Jalayeri Laeen, Sh, Ayati, M, Jafari Sani, H & Akbari Booreng, M(2019) A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson. International Journal of Higher Education. Vol. 8, No. 7; 2019.
JoAnne W. (2018). Putnam David E. Putnam University of Maine at Presque Isle U. S. An International Journal of Multicultural Education.
JoAnne W. (2018). Putnam David E. Putnam University of Maine at Presque Isle U. S. An International Journal of Multicultural Education
Lewthwaite, B. E., Owen, T., & Doiron, A. (2015). Curriculum change and self-governing agreements: a Yukon First Nation case study. International Journal of Multicultural Education, 17(3), 37-55.
Lewthwaite, B., Osborne, B., Lloyd, N., Llewellyn, L., Boon, H., Webber, T., ... & Harrison, M. (2015). Seeking a pedagogy of difference: What Aboriginal students and their parents in North Queensland say about teaching and their learning. Australian Journal of Teacher Education (Online), 40(5), 132-159.
Li, J. (2016). A cultural hybridization perspective: Emerging academic subculture among international students from East Asia in US. Universal Journal of Educational Research, 4(9), 2218-2228.
Lionardo, A., Alfitri, A., Awang, M. M., Ahmad, A. R., & Khairuddin, Donohue, K. Dana(2021), Culture, Cognition, and College: How Do Cultural Values and Theories of Intelligence Predict Students’ Intrinsic Value for Learning? Journal of Culture and Values in Education Volume 4 Issue 1, 2021
Llurda, E. (2015). ‘Native speakers’, English and ELT. The Routledge Handbook of English Language Teaching. Abingdon: Routledge, 51-63.
Milne, E. (2017). Implementing Indigenous education policy directives in Ontario public schools: Experiences, challenges and successful practices. International Indigenous Policy Journal, 8(3), 1-20. https://ojs.lib.uwo.ca/index.php/iipj/article/view/7522/6166
Murphy S. challenges for multicultural education in Japan. Available from: http://www. Scirus. com. [Accessed 3 June 2010
Nieto, S. (2002). Curriculum Development in Multicultural Education. Coursesyllabus for education 559. Spring 2002, Semester. university of Massachusetts-Amherst. School of education
Nigeria: Going beyond access and equity. Association for the Development of Education in Africa، Nigeria. Federal Ministry of Education
Offorma, G. C. (2016). Integrating Components of Culture in Curriculum Planning. International Journal of Curriculum and Instruction, 8(1),
Olaniran, S. O. (2018). Almajiri education: Policy and practice to meet the learning needs of the nomadic population in Nigeria. International Review of Education, 64(1), 111-126.
Oyserman, D. (2017). Culture three ways: Culture and subcultures within countries. Annual review of psychology, 68, 435-463
Ullman, J., & Ferfolja, T. (2016). The Elephant in the (Class) Room: Parental Perceptions of LGBTQ-Inclusivity in K-12 Educational Contexts. Australian Journal of Teacher Education, 41(10), 15-29.
Oyserman, D. (2017). Culture three ways: Culture and subcultures within countries. Annual review of psychology, 68, 435-463
Palacios, L. (2016). Challenging convictions: Indigenous and black race-radical feminists theorizing the carceral state and abolitionist praxis in the United States and Canada. Meridians, 15(1), 137-165.
Paternotte, E., Fokkema, J., Loon, K. A. V., Dulmen, S. V., Scheele, F. (2014). Cultural diversity: blind spot in medical curriculum documents, a document analysis. Medical Education, 14: 176.
Payne, K., & Zeichner, K. (2017). Multiple voices and participants in teacher education. Handbook of
Pearson, C. R., Parker, M., Zhou, C., Donald, C., & Fisher, C. B. (2019). A culturally tailored research ethics training curriculum for American Indian and Alaska Native communities: a randomized comparison trial. Critical public health, 29(1), 27-39.
Pearson, C. R., Parker, M., Zhou, C., Donald, C., & Fisher, C. B. (2019). A culturally tailored research ethics training curriculum for American Indian and Alaska Native communities: a randomized comparison trial. Critical public health, 29(1), 27-39.
Ramirez, P. C., & Jaffee, A. T. (2016). Culturally responsive active citizenship education for newcomer students: A cross-state case study of two teachers in Arizona and New York. International Journal of Multicultural Education, 18(1), 45-67.
Renganathan, S., & Kral, I. (2018). Exploring language and education policies for the indigenous minorities in Australia and Malaysia. International Journal of Multicultural Education, 20(1), 138-156.
research on teacher education, 2, 1101-1116.
Richardson, T. (2011). Navigating the problem of inclusion as enclosure in Native culture-based education: Theorizing shadow curriculum. Curriculum Inquiry, 41(3), 332-349
Sabzalian, L. (2018). Curricular standpoints and native feminist theories: Why native feminist theories should matter to curriculum studies. Curriculum Inquiry, 48(3), 359-382
Sánchez, J. P., Poll-Hunter, N., Stern, N., Garcia, A. N., & Brewster, C. (2016). Balancing two cultures: American Indian/Alaska Native medical students’ perceptions of academic medicine careers. Journal of community health, 41(4), 871-880.
Sarraj, H., Bene, K., Li, J., & Burley, H. (2015). Raising Cultural Awareness of Fifth-Grade Students through Multicultural Education: An Action Research Study. Multicultural Education, 22(2), 39-45
Scott, D., & Gani, R. (2018). Examining social studies teachers’ resistances towards teaching Aboriginal perspectives: The case of Alberta. Diaspora, Indigenous, and Minority Education, 12(4), 167-181. https://doi.org/10.1080/15595692.2018.1497969
Seniuk Cicek, J., Steele, A. L., Burgart3, D., Rogalski4, P., Gauth Chu, P., Komlodi, A., & Rózsa, G. (2015). Online search in english as a non‐native language. Proceedings of the Association for Information Science and Technology, 52(1), 1-9.
Sianturi, M., Chiang, C. L., & Au Hurit, A. (2018). Impact of a Place-Based Education Curriculum on Indigenous Teacher and Students. International Journal of Instruction, 11(1), 311-328.
Sinclair, M. (2015). Reconciliation and NCCIE. National Centre for Collaboration in Indigenous Education. Retrieved November 17, 2019, from https://www.nccie.ca/about- us/reconciliation-and-nccie/
Skaalvik, E. M., & Skaalvik, S. (2015). Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. International education studies, 8(3), 181-192.
Snyder, M., Wilson, K., & Whitford, J. (2015). Examining the urban Aboriginal policy gap: Impacts on service delivery for mobile Aboriginal peoples in Winnipeg, Canada. Aboriginal Policy Studies, 5(1), 3-27. https://doi.org/10.5663/aps.v5i1.23259
Spindler, G. (2014). Pathways to cultural awareness: Cultural therapy with teachers and students. Corwin/Sage.
Statistics Canada. (2017). Focus on geography series, 2016 census: Province of Manitoba Aboriginal peoples. Statistics Canada Catalogue no. 98-404-X2016001.
Vygotsky, L. S., & Kozulin, A. (1986). Thought and language (Translation newly rev. and Ed.). Cambridge, Mass.: MIT Press.
Kolb, D. (1984) Experiential Learning, Englewood Cliffs, NJ. Prentice Hall
Steien, G. B., & van Dommelen, W. A. (2018). The production of Norwegian tones by multilingual non-native speakers. International Journal of Bilingualism, 22(3), 316-329.
Suliman, M., Shah, M., & Ullah, I. (2017). Addressing the issue of nomadic communities children educational exclusion through mobile tent schools in Malakand, Pakistan. Imperial journal of interdisciplinary research (IJIR), 3(3), 540-546.
Tahir G.، Muhammad، N. D.، & Mohammed A. M. (2005). Improving the quality of nomadic education in Studies in Higher Education, 41(2), 321.
Taylor & Francis. (2014). Situated Learning. Faculty Development and Instructional. Design Center. Mentoring & Tutoring: Partnership in Learning, 25(3), 329-345.
Truth and Reconciliation Commission of Canada (TRCC). (2015). Calls to action. Retrieved from http://nctr.ca/assets/reports/Calls_to_Action_English2.pdf
Van Understanding teachers as change agents: An investigation of primary school teachers’ self-perception. Journal of Educational Change, 19(3), 347–373. Van 297924
Van der Heijden, H.R.M.A., Beijaard, D., Geldens, J.J.M., & Popeijus, H.L. (2018). Understanding teachers as change agents: An investigation of primary school teachers’ self-perception. Journal of Educational Change, 19(3), 347–373.
Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language teachers: Student perceptions in Vietnam and Japan. Sage Open, 4(2), 2158244014534451.
Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language teachers: Student perceptions in Vietnam and Japan. Sage Open, 4(2), 2158244014534451.
Wilson,P (2020.). Indigenous Content in Curriculum: The Challenge. BU Journal of Graduate Studies in Education, Volume 12, Issue 1, 2020.
Windchief, S., & Brown, B. (2017). Conceptualizing a mentoring program for American Indian/Alaska Native students in the STEM fields: A review of the literature. Mentoring & Tutoring: Partnership in Learning, 25(3), 329-345.
Zilliacus, H., Holm, G., & Sahlström, F. (2017). Taking steps towards institutionalising multicultural education–The national curriculum of Finland. Multicultural Education Review, 9(4),
)