Document Type : Research Paper
Author
Department of Educational Science
10.22054/qric.2024.52322.295
Abstract
This research was conducted with the aim of examining approaches and theories supporting indigenous culture. In this regard, first, all research and documents were identified using a systematic review method and then subjected to qualitative content analysis. The results showed that there are three categories of approaches in theoretical foundations as factors driving and supporting the localization of curricula, one category having a prescriptive and descriptive aspect and providing instructions in this field to describe curriculum elements such as the learning environment, type of education, student role, etc. The other category has a more justice-oriented perspective that puts the defense of human rights, educational justice, and multicultural curriculum at the forefront of its mission and has appeared in the form of new attitudes in the curriculum. The other category has an ideological perspective and has determined the boundaries for designing an indigenous curriculum. However, in the discussion of the selection and adaptability of the selected theory, it has been determined that the tree theory has the highest compatibility with the indigenous curriculum in the multi-ethnic country of Iran. Therefore, this theory can be used as a theoretical basis that promotes and supports localization and is in line with localization as a support in designing localization patterns for curricula in multi-ethnic Iran.
Keywords
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