shiva jalayeri laeen; Hossein Jafari suny; ghazal jalayeri laeen
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 ...
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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