Sociology
Hamid Sarshar; Javad Kashi; Ali Janadleh
Abstract
The present article aims to trace the understanding of Iran's collective identity in historical reference to the rationality of schools. The theoretical guide of the research is derived from the conceptual apparatus of Michel Foucault, and the methodological logic of the research is through the ...
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The present article aims to trace the understanding of Iran's collective identity in historical reference to the rationality of schools. The theoretical guide of the research is derived from the conceptual apparatus of Michel Foucault, and the methodological logic of the research is through the genealogical approach and Foucauldian discourse analysis. The findings of the study indicate that "historical events" and "multiple developments" during the "confrontation" at the beginning of the confrontation with the civilization of the West made Iran susceptible to multiple situations. Modern education, on the one hand, arose such a desire from within the society that here education is mainly focused on progress in the socio-economic fields and does not have a relation with the collective identity. On the other hand, the structural encounter with the Western world, the mainly military necessity of the government, and the health crisis led to the understanding and "technical rationality" of knowledge. The rationality that later at the end of the century, with the rebellion of the "progressive discourse" from its initial principles and the problematization of collective identity, put modern education at the service of "the impossibility of open collective identity."IntroductionA redefinition of society as “a land and political territory in the modern rational and center-oriented form” has brought about a new stage for human collective settlements. Having had a theory/idea whereby a society is perceived as a state-nation concept as required by modern historical rationality, the problem of collective identity has been raised. Now, with the break of boundaries of “time-space” and the possibility for “a direct action towards the place”, once again our perception of “society” is about to be historically broken. However, the question of the “collective identity of Iran” still remains as one of the serious issues. The simultaneous intermingling of good and evil in modern political rationality has been the source of many misunderstandings and sufferings by confining our understanding of our identity in the form of geographical-political boundaries. But, understanding the collective identity beyond good and evil in history requires a transition from a moral point of view and a focus on historical circumstances.Literature ReviewStudies of collective identity in Iran have mainly focused on the issue of whether Iranian collective identity is a new phenomenon or a late phenomenon. In fact, the main controversy is whether collective identity is "discovered" or "constructed" in the contemporary world. Based on this, the three dominant approaches in the study of Iran's collective identity have been the "nationalistic" narrative, the "modern" narrative, and the "historical" narrative. The nationalist narrative considers Iran's collective identity as a pre-modern phenomenon. The modern narrative considers collective identity as a phenomenon related to the modern world and the formation of state-nations. The historical narrative considers collective identity as a pre-modern phenomenon that has changed over time and has emerged in the modern world in the form of national identity. Dominated by modern rationality, socio-historical studies on Iran which have assumed the collective identity as a sacred affair of fact within a state-nation framework, have been searching for the reasons for collective identity formation, often from a rationalistic and subject-oriented standpoint; so, the question on how such a phenomenon is realized in modern institutions which function as an area where the relations between dominant forces and rationality play the most essential role in organizing modern societies, seems to be the missing part of such socio-historical studies.Research ObjectivesThis research aims to examine the collective identity of contemporary Iran with reference to history in educational practices. This article intends to map the current history of Iran's collective identity with a genealogical approach, in order to record the evolution and heterogeneity of the collective identity outside of a uniform finality by refusing to look for origins. In analyzing the collective identity in the discursive and institutional fabric of contemporary Iranian history, our focus in this research is on the institution of education and educational practices.Theoretical FoundationsThis research is theoretically placed in the postmodern epistemological paradigm, and specifically, the theoretical guide of the research is derived from the conceptual apparatus of Michel Foucault. The author has aimed to trace back the contemporary collective identity of Iran by making historical references to scholastic rationality and educational acts within Foucault’s genealogy, conceptual framework, and logic. From the perspective of Foucault's genealogical approach, the possibilities and impossibilities of social phenomena and their nature can be deciphered in the knowledge-power system.Materials and MethodsThis research has been done using genealogical methodological logic and Foucauldian discourse analysis. Genealogy does not provide a precise methodological logic, but rather an insight to understand the phenomena. An insight that explores the logic of social order, social developments, and the actions of social agents in relation to power-knowledge. An exploration that looks for traces of today's events in the past. Genealogy goes back to history to investigate and understand phenomena, and in this regard, its main emphasis is on dominant rationalities and the formation of power relations.ResultsThe findings of the research indicate that "historical events" and "multiple developments" during the "confrontation" at the beginning of the confrontation with the civilization of the West made Iran susceptible to multiple situations. Modern education, on the one hand, arose such a desire from within the society that here education is mainly focused on progress in the socio-economic fields and does not have a relation with the collective identity. On the other hand, the structural encounter with the Western world, the mainly military necessity of the government, and the health crisis led to the understanding and "technical rationality" of knowledge. The rationality that later at the end of the century, with the rebellion of the "progressive discourse" from its initial principles and the problematization of collective identity, put modern education at the service of "the impossibility of open collective identity."
Vahid Shalchi; Ali Janadleh; Ismail Aalizad; Masoud ZalizadehKoutiyani
Abstract
In theories of ethnic identity, belonging to an ethnicity varies with respect to ethnic policies, economic conditions, the extent of social system closure, etc., which may lose its role and importance in one period and become the dominant identity in another. The goal of this article is to evaluate the ...
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In theories of ethnic identity, belonging to an ethnicity varies with respect to ethnic policies, economic conditions, the extent of social system closure, etc., which may lose its role and importance in one period and become the dominant identity in another. The goal of this article is to evaluate the ethnic identity in the city of Ahvaz from the second Pahlavi era to the Islamic Republic period. The research data were obtained based on the life history technique and through semi-structured qualitative interviews to identify and understand the mentality of people whose lived experience was formed in Ahvaz. To analyze the interviews, the matic content analysis method was used, through which ten primary themes and three central themes were identified. The central themes in the second Pahlavi period is "Ethnic Identity in the Path of Integration", in the period of the revolution until the end of the war is "Ethnic Identity in the path of Differentiation". The results show that compared to the past periods, the Bakhtiari and Arab people in Ahvaz have a greater tendency to identification based on ethnicity, and ethnic identity has become a strong and effective identity in the urban society of Ahvaz.
Women Studies
Ali Janadleh; Zahra Pouya
Abstract
The disproportion between women’s presence in managerial levels and gender distribution of population as well as education have been an underlying basis to some studies regarding the examination of women’s barriers to accessing managerial levels. By using Cromie’s framework, in this ...
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The disproportion between women’s presence in managerial levels and gender distribution of population as well as education have been an underlying basis to some studies regarding the examination of women’s barriers to accessing managerial levels. By using Cromie’s framework, in this study, posed theories on barriers to women’s job promotion have been classified into two categories: Internal and external barriers, and consequently, the domestic empiricial studies conducted in this field have been explored based on that framework from 2006 to 2016. Broadly speaking, theories related to internal barriers have sought the barriers to women’s access to managerial positions in relation to their role requirements and job involvements. In contrast, theories concerning about external barriers accentuate such attitudinal factors as gender stereotypes and structural factors as glass ceiling and gender discrimination. Utilizing meta-analysis, in this article, we have chosen our reviewed studies based on systematic search through 4 domestic scientific databases. The results of 20 mata-analyzed studies indicate that the findings of these studies, by and large, confirm the external barriers. Moreover, in some cases, there is a meaningful difference between women and men in relation to their preference regarding internal or external barriers impacting on women’s access to managerial positions.
ali janadleh
Abstract
Institutional Relations between State and Society in Pre-Modernized Iran (Criticizing the Theory of Historical Gap Between the State and the Nation in Iran and Providing an Alternative View) Ali janadleh[1] Received: 5/6/2016 Accepted: 10/10/2016 Abstract In most ...
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Institutional Relations between State and Society in Pre-Modernized Iran (Criticizing the Theory of Historical Gap Between the State and the Nation in Iran and Providing an Alternative View) Ali janadleh[1] Received: 5/6/2016 Accepted: 10/10/2016 Abstract In most socio-historical studies, the gap between the state and the nation has been introduced as a historical and inherent feature of the traditional Iranian society. This means that the state's lack of external legitimacy, as well as the lack of procedures that determine the rights and duties of the state and society, have led to the alienation of social forces and the state of each other, and the historical gap between state and society. Hence the only relationship between these two was the exercise of unilateral domination by the state over society and obedience and subordination of society to the state. Referring to the historical institutionalism approach and using Reactive sequences analysis, this article provides an alternative narrative of the relation between state and nation. In this narrative, on the contrary, to the theory of the historical gap between the state and the nation, the mutual needs of the state and social forces led to a specific institutional configuration in the Iranian society, that was based on a complex network of interactions between the four main institutions of central government, the clergy, tribes and the market, resulting in relatively stable institutional balance between these institutions. This institutional configuration was rooted in a series of Reactive sequences, which brought about the formation of the Safavid government based on numerous tribal and ideological foundations. [1].Asistant Professor of women Studies, Allameh Tabataba'i University. a.janadleh@gmail.com
