Evaluation of Multicultural Literacy Dimensions of Farhangian University Students – teachers

Document Type : Research Paper

Authors

1 Ph.D. in Curriculum Planning, Allameh Tabatabai University, Tehran, Iran

2 Associate Professor, Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran

3 Professor, Department of Educational Sciences, Faculty of Humanities, Hormozgan University, Bandar Abbas, Iran

Abstract

The purpose of this article is to evaluate the dimensions of multicultural literacy of Farhangian University students and teachers. The research approach is quantitative and the survey method is used. The statistical population included students and teachers of Farhangian University, whose number in the academic year 1399-1398 was equal to 46819 people. The sampling method was random cluster and Cochran's formula was used to determine the sample size and the total number of samples was 382. Data were collected using Sadeghi Multicultural Literacy Assessment Questionnaire (2015). This questionnaire measures the dimensions of multicultural literacy (knowledge-attitude and skills). Data was classified, adjusted, summarized and analyzed, and according to the nature of the research, descriptive statistical methods (mean, frequency, percentage, standard deviation, etc.) and inferential statistics such as one-sample t-test were used. The results indicate that the multicultural literacy of students and teachers of Farhangian University are at a desirable level in terms of knowledge and at a moderate level in terms of multicultural attitudes, but are not very desirable in terms of multicultural skills. The most important suggestion for promoting multicultural literacy is for student-teachers to actually accept and respect Iranian cultures.

Keywords

References

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