Designing and Validating Multicultural Curriculum Model in Iran Public Educational

The purpose of this research was to design and validate the multicultural curriculum model in Iran's general education. For this purpose, according to Eisner view of the nature of the curriculum as a process of dynamic, dialectical and nonlinear, were used to explain and design aspects of curriculum development. The method employed was a mixed (qualitative and quantitative) method within a systematic approach toward curriculum development with a focus on valid national and international resources and documents for an acceptable model. This model is characterized by attending to indigenous aspects, audience, scientific basis, simplicity, novelty, educational vision, and an active approach to teaching and learning. The model was evaluated by 20 experts in the field of multicultural education for the purpose of validating. The ideas and recommendations confirmed the model at a high level. However applying this pattern requires attending to issues such as adopting a systematic approach to multicultural education, teacher training and paying attention to the structural and organizational problems.