نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه مشاوره، دانشگاه سید جمال الدین اسدآبادی، اسدآباد، ایران.
2 رئیس مرکز مشاوره و خدمات روانشناختی تخصصی پژوهشی اداره کل آموزش و پرورش استان همدان.
3 کارشناسی رشته علوم تربیتی داتشگاه سید جمال الدین اسد آبادی ، اسدآباد، همدان، ایران.
کلیدواژهها
عنوان مقاله English
نویسندگان English
This qualitative study, employing a documentary-library method, analyzed the dimensions of the transformative meta-perspective for designing a curriculum based on educational justice. Findings indicate that a justice-oriented curriculum, informed by trans-personal, social change, and humanistic approaches, requires key elements. These include addressing learners' individual and social needs, fostering decision-making skills, valuing student choice, and ensuring cognitive and emotional engagement. Furthermore, it necessitates emphasizing individual and social values, cultural differences, a fair attitude among designers, expert consultation, and public participation. The curriculum should also aim to cultivate critical citizens with reasoning and persuasion skills, and enhance creativity by balancing intuitive and analytical thinking. The study concludes that implementing such a curriculum through a transformative lens ensures equitable resource distribution, impartial educational laws, and the elimination of gender, ethnic, and racial discrimination in assessment, thereby achieving comprehensive educational justice for all.
کلیدواژهها English
