This study aimed to investigate the epistemological foundations of Multicultural Education. Qualitative method of the kind of philosophical research and conceptual analysis was applied. Related books, magazines, and writings included the realm of the research for collecting the information; moreover, accessible published writings and electronic books were used, too, due to the vast numbers of the sources in the field. In order to collect the data, researcher-designed receipts were utilized. By means of content analysis, content interpretation, and theoretical inference, data were analyzed. The research findings indicated that the two major philosophical and fundamental roots of Multicultural Education were as: Post-modernism and Critical Theory. The research' results, also, suggested that believing in relativism, rejecting any fixed (absolute) truth, believing in local truth based on public observation or methodological principles or scholars' and scientists' researches, rejecting the idea of objective knowledge or objectivity and accepting the theory of mutual understanding, rejecting absolutism and accepting positivistic methodology in the realm of scientific methodology, neglecting  the artificial boundaries between the disciplines of human knowledge and supporting the interdisciplinary approach were the epistemological foundations of Multicultural Education.

The present paper aims to investigate the amount of multi-cultural Education components in the textbooks of secondary schools from 2013 to 2014. It is conducted through text-analysis. The components of Multi-cultural Education were initially collected from theoretical text and research background using document analysis and then they were numbered in the textbooks of secondary schools. The units of analysis were sentence, question, picture, activity, and the poem in the textbooks. Research tools were bibliography cards and inventory form in document and text analysis respectively. Data were analyzed by using descriptive statistics. The statistical population is the textbooks of secondary schools from 2013 to2014 and samples were Iran and International History I, Iran and International History II, History (Pre-University Schools), Social Studies (Secondary Schools), Sociology I, Sociology II, Social Studies (Pre-University Schools) which were expected to contain multi-cultural Education components. The most significant results are as follows: out of 180 frequencies in the text books of secondary schools, History I with 76, i.e.42.22% contained the most multi-cultural Education components and Social Studies of secondary school with 5, i.e.2.77% contained the least components. Among the components, “introducing various cultures to students in the content of textbooks” had the largest number of frequencies, i.e.59 and “helping to understand and tolerate different opinions from various cultures, and defining multi-culture homework for students in the content of textbooks” had the smallest one, only 1, i.e.0.55%.

Purpose: The current study tries to explore some Iranian teachers’ understandings of the Multicultural Education and to depict their point of views over this type of Education in Iran.Method: To this reason, the study follows a quantitative approach in a descriptive phenomenology form of research and a semi-structured interview to collect the data. 34 Iranian teachers from Alborz and Tehran provinces have been interviewed and with their permissions, the interviews have been taped recorded and transcribed to be analyzed through a content analysis approach.Findings: The result shows that in spite of teachers’ interests in Multicultural, they have a limited knowledge and understanding over the topic which make their teaching a really challenging process. Lack of the Educational teacher training over the Multicultural concepts, changes in the school textbooks, and ignorance of the present diversity in schools are among the majority of points that the teachers know about the Multicultural Education in Iran.

The purpose of this study was to examine Multicultural Education in the content of Farsi textbooks of elementary Education in Iran. This research was conducted within a qualitative framework and the qualitative content analysis method was used with a conventional (inductive) approach. The sampling method was purposeful and the sample included Farsi textbooks of all the grades of elementary Education. The unit of analysis (record) was the theme, pictures and units of the textbooks. To determine the reliability of the qualitative content analysis method with the inductive approach, the review was conducted in two stages, one after completion of 10-50% of the categorizations and the other at the end of the research. Five categories were extracted as the result: introducing and paying attention to mother tongue of ethnoses; introducing celebrities; reflection of dressing style of ethnoses; cultural traditions of ethnoses and introducing cultural heritage. The analysis of the quality of the books showed that only the trace of dominant culture in the textbooks was observed. The findings show that the Educational system seemingly seeks to implement a pattern of cultural assimilation that leads to the suppression of the languages and cultures of the Iranian minorities. This approach could bring about negative and reverse effects, and increase the awareness of the people of their identity and history and culture.

The current paper is written to study Effect of Multicultural Education components on Multicultural literacy in the 6th grade student of Tehran. This research is quantitative, quasi-experimental and Practical. Regarding to the literature, Multicultural Literacy components elicited for data gathering and questionnaire reliability confirmed by academic expert and some corrections considered. To validate the test, Cronbach's alpha and SPSS-22 was used and it is confirmed due to Cronbach's alpha coefficients was more than 0. 7. This questionnaire has 23 questions and 6 components. The statistical population is all 6th grade students in Tehran in the year 96-97. Sampling method was multistage cluster random sampling. Sample groups were studied in two groups of control and experimental. The experimental group were educated for 45 days in 12 sessions. Results showed that after the Educational sessions, the level of Multicultural Literacy in all 6 components raised. The level of this increase in two components was more than others.

The purpose of this study was to analyze Multicultural Education in Iran. For this purpose، the combined research method has been used. Firstly، in a qualitative research study، the criteria for optimal Multicultural Education were extracted. These criteria were categorized into four main elements (goal، content، teaching methodology، evaluation) and 9 sub-elements and 50 sub-axes among the interviewees with outstanding scholars and educators Multiculturalism was achieved. Then، the criteria were extracted in a questionnaire and confirmed by five Multicultural Education specialists. By this questionnaire، the gap between the optimal situation of Multicultural Education and the status of this Education in Iran was measured. Thus، 150 second-grade teachers in 2012 in Markazi province، with cluster sampling method، 60 experts and writers in high school with random sampling method and 16 multi-purpose Education multi-purpose educators selected by targeted sampling method and responded to questionnaire questions. The results show that all three groups believe that the Multicultural curriculum situation in Iran is lower than the average for each of the four main elements and the additional elements compared to the desired Multicultural desirability of the program. But the views of teachers and authors of the book are in terms of purpose، content and teaching methods different from those of Multicultural Education. Data analysis shows that teachers and writers of middle-level textbooks are more positive in terms of goals، content، and teaching methods than they are in comparison with multi-cultural Education professionals.

Multicultural Education, as one of important necessities of teaching and learning in present time, is an instrument which creates interaction and understanding among cultures so as people with different cultures find possibility of peaceful existence with the least tension. The aim of this research, in this domain, is studying and analyzing the Persian books of elementary and secondary level based on Multicultural components. The statistic society of the research included Farsi books of primary level" Let's Read in Farsi "published in 92-93 which, regarding the quality of the topic of the research and limitation of static society was regarded as a sample. The analytical method of the content of the present research is based on Anthropy Shanon and the unit of analysis is paragraphs, pictures, and activities (sentences). The results attained from the research indicate that from 4112 registered units in the text books in the first period of elementary and secondary classes, there was only 375 frequency (less than %9) in direct relation to the implications in Multicultural Education from. which the highest load of information and importance coefficient in all the enumerated units belonged to ethnic, religious and environmental conditions, strengthening the national correlation to the religions and lowest rate related to the information load, and the important coefficient belonged to the equal distribution of the resources and learning and teaching opportunity.

Todays, Education is seen as cultural issues which learners receive and interpret Educational materials through their cultures. Considering that the learners may be belonging to different cultural groups, therefore, the culture is not unique and integrated issue. Therefore, Multicultural Education is necessary. In spite of different researches in Iran have been concentrated on Multicultural Education but there isn’t any comprehensive reviews and Meta studies about that researches. The aim of the current research was to image structural, methodological and contextual orientations of Multicultural research in the school context in Iran. To achieve the aim, qualitative meta- analysis was conducted and a total of 26 researches were evaluated. The findings showed that not only Multicultural Education is relatively new issue for many of the researchers but the multi-cultural researches have deficiencies quantitatively and qualitatively. The limited contribution of the writers which are belonging to cultural minorities in multi- cultural researches; the limited contribution of qualitative researches in these area and finally, extensive concentration on the reflection multi- cultural Education components and neglecting other issues are the most problematic issues.