Abstract: (8 Views)
The present study aimed to design a planning model for embodied cultural capital based on educational procedural justice in Arak City
This study was applied in terms of purpose and employed a mixed-methods approach (qualitative-quantitative). In the qualitative phase, semi-structured interviews were conducted with 30 experts in cultural management, educational management, and educational planning using purposive sampling until theoretical saturation was achieved. Qualitative data were analyzed through open, axial, and selective coding. In the quantitative phase, the statistical population included educational administrators, experts, teachers, and cultural institution managers in Arak City. According to Morgan's table, 384 participants were selected. Data collection was performed using a researcher-made questionnaire. The validity of the instrument was confirmed through face, content, and construct validity, while reliability was assessed using Cronbach's alpha coefficient. The findings indicated that embodied cultural capital is influenced by dimensions such as cultural skills, creativity, cultural lifestyle, cultural participation, and media literacy. Furthermore, educational procedural justice consists of transparency, impartiality, accountability, stakeholder participation, and ethical principles. Structural equation modeling results demonstrated that educational procedural justice has a positive and significant effect on embodied cultural capital planning. Therefore, establishing fair educational procedures can substantially enhance cultural capital and contribute to sustainable cultural development
This study was applied in terms of purpose and employed a mixed-methods approach (qualitative-quantitative). In the qualitative phase, semi-structured interviews were conducted with 30 experts in cultural management, educational management, and educational planning using purposive sampling until theoretical saturation was achieved. Qualitative data were analyzed through open, axial, and selective coding. In the quantitative phase, the statistical population included educational administrators, experts, teachers, and cultural institution managers in Arak City. According to Morgan's table, 384 participants were selected. Data collection was performed using a researcher-made questionnaire. The validity of the instrument was confirmed through face, content, and construct validity, while reliability was assessed using Cronbach's alpha coefficient. The findings indicated that embodied cultural capital is influenced by dimensions such as cultural skills, creativity, cultural lifestyle, cultural participation, and media literacy. Furthermore, educational procedural justice consists of transparency, impartiality, accountability, stakeholder participation, and ethical principles. Structural equation modeling results demonstrated that educational procedural justice has a positive and significant effect on embodied cultural capital planning. Therefore, establishing fair educational procedures can substantially enhance cultural capital and contribute to sustainable cultural development
Keywords: Embodied Cultural Capital, Educational Procedural Justice, Cultural Planning, Cultural Management, Arak City
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
