Challenges and Potentials of Cultural Diversity in Multicultural Schools in Iran: A Qualitative Narrative of Principals’ Experiences

Document Type : Scientific - Research

Authors

1 Assistant Professor of Educational Management, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

2 Associate Professor, Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

3 Ph.D. Student in Educational Management, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

Abstract

Objectives: The ethnic and linguistic diversity in Iran, particularly in Sanandaj, Kurdistan province, presents valuable opportunities for multicultural education in schools. Schools can foster mutual understanding and empathy among students by organizing cultural celebrations, introducing local cultural heritage, and collaborating with indigenous cultural institutions. This diversity stems from the varied ethnic, linguistic, religious, and social backgrounds of both learners and educational personnel in Iran. Embracing and managing this cultural diversity can offer numerous benefits to educational organizations. For instance, it can lead to increased creativity, innovation, and mutual understanding within these organizations. Therefore, this research, from the perspective of educational administrators, explores the challenges and opportunities of accepting cultural diversity in Iranian educational organizations.
Materials and Methods: This is an interpretive and qualitative study conducted using a narrative approach with a pre-narrative sub-strategy. The participants were 20 experienced managers (10 men and 10 women). Purposive sampling (heterogeneous) was employed to achieve maximum diversity. Semi-structured interview protocols were used to collect data, which continued until theoretical saturation was reached. Additionally, data coding was performed using Brown and Clark's model through thematic analysis. Finally, the collected data was analyzed using the MAXQDA 20 software.
Discussion and Conclusions: This research examined the narratives of school managers regarding the concept of cultural diversity in the school environment. The researchers explored three main questions: First, managers' understanding and perception of the concept of cultural diversity; second, the opportunities and fundamental capabilities associated with the concept of cultural diversity; and third, the obstacles and challenges arising from the concept of cultural diversity in the school environment. Managers believed that to achieve this concept, a thorough understanding of learners' ways of working and the acceptance of cultural diversity within the school context is of paramount importance. The results showed that four overarching narratives, namely cultural enrichment, cultural identity, cultural exchange, and cultural empathy, could be extracted from the understanding and perception of the concept of cultural diversity. Despite the diversity of overarching narratives, the primary challenge associated with the concept of cultural diversity is cultural biases, diverse cultural needs, a lack of cultural familiarity, and cultural communication barriers. Ultimately, participants emphasized concepts such as the exchange of knowledge and experiences, the development of intercultural skills, creating a sense of belonging and solidarity, and improving the quality of education as their capabilities and opportunities.

Keywords

References

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