This paper tries to present an approach for Teaching cultural Theory. cultural studies discipline theory has very significant place. All students of cultural studies have to pass the course of cultural Theory. I have discussed how cultural Theory is the core of cultural studies and it is needed to convince students to pay serious attention to the course of cultural Theory. This paper argues that Teaching cultural theory is not merely dealing with theories, in fact we practice all the political and social dimensions of cultural studies. In addition, here I used my lived experiences for demonstrating some educational and political barriers to teach cultural Theory in Iran. This approach for Teaching cultural theory is rooted in cultural studies cognitive, political and educational objectives. I showed that learning theory is a kind of ethical and emotional practice and it is also theoretical and cognitive exercise. This is the first Persian text to discuss how to teach cultural theory in cultural studies.

Knowledge and perspective about cultural studies have been debated extensively in the global academic spaces and partly within Iran. However, the pedagogical requirements of this tradition have rarely been a topic for discussion. As a matter of fact, cultural studies’,project inevitably requires Teaching critical skills and analyses in classrooms. Relying on educational experiences of the author, the current paper aims to introduce some major challenges in the process of cultural studies pedagogy. Reliance on a formal Teaching separated from social context, ambivalence and confusion on the concept of culture and cultural theory, difficulties in providing critical Teaching and drawing boundaries of popular culture are amongst the major challenges faced by academics attached with cultural studies in Iran. It therefore can be argued that to be efficient and dynamic, and to preserve its distinction as a critical discipline, cultural studies needs today to employ educational initiatives that not only serve multi-layered historical understanding of Iranian society and culture but also fit with a reformistic cultural policy-making.

The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in Teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of Teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of Teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding Teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and Teaching foreign language are put forward.

One of the main functions of the education institution is to socialize students and accelerate their socialization process. It can be said that the most relevant textbooks on socialization are social study books. On the other hand, we should consider the Teaching methods, which are an integral part of the Teaching profession. But it seems that besides all the variables and factors involved, one of the reasons for the ineffectiveness of Teaching educational content in schools, especially social studies Teaching, is the frequent and excessive use of traditional methods (lectures, explanations, etc. ). This paper is written with a qualitative approach and with a descriptive-analytical approach, criticizes traditional Teaching methods (disadvantages such as passivity, inflexibility, teacher activism, etc. ), Two most effective strategies to Teaching of social studies are: 1. "Project Strategy", 2. "Current Events Strategy". This paper analyzes the project strategy, such as the reasons, the necessity and importance of this strategy in Teaching social studies, project segmentation, project outline, how to evaluate projects, various stages of knowledge project design. We learn in analyzing current events strategy of important issues such as the nature of current events strategy, features and coordination of current events, the importance of current events strategy in Teaching social studies, how to use it in social studies education, current events discussion and criteria and so on. Since this article is a kind of applied research, our target population and target audience are educational science students at Farhangian University and elementary school teacher.

South African teachers encounter numerous challenges in the creation of differentiated activities to include diverse learner needs in effective Teaching and learning. These challenges include the inability to identify learning barriers and adapt the curriculum, Teaching and assessment methods according to the learning styles and readiness levels of learners. The study aimed to explore secondary school teachers’ (n = 262) perspectives on the implementation of differentiated instruction in public secondary schools (n = 27), using qualitative and quantitative approaches. The results indicated that teachers cannot always assist their learners when they need them; show them how to solve problems; or allow learners to work on their own. In addition, various limitations, such as inadequate teacher training, large class sizes, workload, undisciplined learners, lack of resources and parental involvement, second language instruction, inadequate support services and socio-economic barriers contribute to the use of teacher-centred methods. The study recommends that intervention programmes in the form of workshops on how to create differentiated activities should be prioritised in the professional development of teachers.

In its general sense, "cultural studies" refers to an investigation or analysis of culture; however, in a more specialized sense, it refers to a certain method of research on culture first propounded by Raymond Williams and Richard Hoggart in the late 1950s and early 1960s at the Birmingham Center for Contemporary cultural studies. The approach adopted by the center was distinguished by its interdisciplinary nature, combining a range of approaches including feminism, Marxism and semiotics. In the first section of the paper, the author provides an account of the formation of cultural studies and proceeds to answer the question: What is the contribution of literary criticism to cultural studies? In the second section, considering the general trend in cultural studies to reach beyond the conventional boundaries between the high and popular art, the author analyses two Iranian television commercials, drawing on psychoanalytical, sociological and semiotic concepts. The author also argues that an analogy can be drawn between TV commercials and the short story genre.

This research was conducted with the aim of "exploring Teaching methods in Teaching social studies" using the library method. The results showed that the information and abilities of individuals are different, so Teaching methods should be used that take into account the individual differences of students. In the meantime, among the school curricula, the "Social studies" curriculum, according to the structure and concepts of the field, provides rich and abundant opportunities for the development of the required tendencies and skills. To this end, teachers are able to use a variety of methods and provide learning opportunities. They should be able to use learning units with an emphasis on problem-solving skills and environmental capacities of learners in different ways and using Design and develop new methods. They should also have the skills to analyze the curriculum and adapt it to the needs of learners and be able to design effective learning opportunities and help students with a proper knowledge of the social studies curriculum. To gain a basic understanding of scientific concepts, to ask questions, to explore, to argue, to collaborate, to share knowledge, to express opinions, to present content and subject matter in a way that understand different ideas. According the result of this research methods of Teaching like role play, scientific tour, question and answer are recommended.

The current article mentions the characteristics of the Iranian cultural studies while discussing the conditions of the formation of cultural studies in Iran.Furthermore it is tried to explain the implications and applications of cultural studies for the Iranian social sciences. Knowledge and intellectual foundations, the academic sources, being institutional, disputes and discussions of cultural studies in Iran are the major axis in this article.Damages of the Iranian cultural studies are the last discussions of this paper: the authors explain how cultural studies in Iran can make social sciences close to indigenous studies while they are not caught by mere theoretical abstractions and social statistics. Additionally they show in the article that attention to cultural studies in Iran will make the disciplines of social sciences closer to each other and strengthen the interdisciplinary social researches. Here, culture will be like a unifying string among the disciplines of social sciences.