Comparative Analysis of the Political Identity of the Preschool Curriculum of China, Singapore, and Iran and Understanding Their Ideological Bases (Dominant Ideology)

Document Type : Original Article

Authors

1 Assistant farhangyan university, education teacher

2 تهران - بهارستان- گلستان کوچه یکم

3 Secretary of Education

10.48310/mtt.2024.15605.1050

Abstract

This study aims to determine which kind of political orientations (joint-international/local-local/ integrated) the curricula of China, Singapore, and Iran have and how similar or different these orientations are. Among the components of the curriculum, identity, and among the types of identities, the political identity of the curriculum of these countries were selected. The goal was to find out what the official political approach governing the curriculum of the observed society is, and what is its direction? To achieve this goal in implementation, Brady’s comparative method was used to recognize the political identity of the curriculum of these countries and compare them. According to this method, the data were extracted and analyzed in four stages: description, interpretation, juxtaposition, and comparison. The results indicated that the curriculum of China has a local/international integrated approach, which leads them to the philosophical basis of internal realism. The curriculum of Singapore has a joint international approach and gives the identity of their curriculum a global realism attitudinal basis. But Iran's curriculum has a unique local approach, the philosophical basis of which is the idealist approach. Each country determines the orientation of its curriculum according to its situation and governance requirements. Even the countries that choose an international curriculum, it is not pure compliance, but they choose according to their sovereign attitude

Keywords

References

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History

  • Receive Date: 10 January 2024
  • Revise Date: 31 January 2024
  • Accept Date: 08 February 2024

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