Seyed Mohammad Mahdi Khoei
Abstract
The notion of ‘Discourse’ is among key concepts which have been used widely by scholars in social sciences research. Discourse analysis contains many forms which all are influenced by Michel Foucault’s theoretical considerations. One of the main approaches in discourse analysis is the ...
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The notion of ‘Discourse’ is among key concepts which have been used widely by scholars in social sciences research. Discourse analysis contains many forms which all are influenced by Michel Foucault’s theoretical considerations. One of the main approaches in discourse analysis is the Post-Structural one. Lacalu and Moufe, have formed one of the most important approaches to discourse analysis under post-structuralism. The most common criticism of their approach is that it is not methodological. In this paper, it has been tried to elaborate the methods of producing texts which demonstrate the identity of those surveyed in a post-structural discourse analysis. The main aim of this article is to argue that the post-structural discourse analysis contains both theory and method within. To do so, linkages among the theoretical concepts have been stablished to elaborate how we can use abstract notions of ‘Discourse Theory’ in order to present concrete contextual analysis. It also has been elaborated that the consequence of such analysis is a demonstration of the possibility of social changes. The current paper is a description of the methods that are most proper to reach people surveyed.
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The present article aims to trace the understanding of Iran's collective identity in historical reference to the rationality of schools.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The present article aims to trace the understanding of Iran's collective identity in historical reference to the rationality of schools.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."
Maryam Mokhtari; Farshid Rahimi; Jalil Karimi; Kamal Khaleghpanah
Abstract
There are three major paradigms in relation to the origin of nations; primordialism, modernism and ethic symbolism. It seems that the modernist paradigm considers the nation as a construct and the result of the bureaucratic processes of the state, and in line with this, Anderson`s ideas on the role of ...
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There are three major paradigms in relation to the origin of nations; primordialism, modernism and ethic symbolism. It seems that the modernist paradigm considers the nation as a construct and the result of the bureaucratic processes of the state, and in line with this, Anderson`s ideas on the role of education in nation-building have expanded. Foucault`s discussions about the concept of governmentality on the creation of subjects as mediators of disciplinary institutions have also recently been addressed by researchers in this field. In this research, by using the concepts of these theorists and their methodology, the genealogy of education and nation-building in modern Iran is represented. At first, based on the genealogy in this research, the conditions for the emergence of the discourse of authoritarian nationalism in the late Qajar period were summarized. Then, the study explains minds and subsequently bodies were harmonized in the Reza Shah period. In this step, the method of materialization of this discourse is presented with the power of mediator, which shows itself in the curriculum, educational content, and educational processes. Finally, while explaining the conditions for the discovery of Iranian nationalism, the results showed that the two main concepts of homogenization of minds and homogenization of bodies with mediation on discipline were present.
Sociology
Hasan Nazari; Seyfollah Seyfollahi; Hasan Saraie
Abstract
The present study has been conducted with the aim of offering a sociological examination and explanation of the discourse of political identity in Iran after the revolution. Therefore, the concept of political identity has been the focus of the investigation, and its semantic transformations has first ...
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The present study has been conducted with the aim of offering a sociological examination and explanation of the discourse of political identity in Iran after the revolution. Therefore, the concept of political identity has been the focus of the investigation, and its semantic transformations has first been studied in the macro semantic spectrum of the Islamic Revolution, and then in the two discourses of reformist and conservative parties in the framework of intra and inter-textual analysis according to discourse theory and using critical discourse analysis in six historically important and influential junctures during these years. Subsequently, as a way of extra-textual analysis, the historical, economic, political and cultural context of each period has been examined. Finally, this analysis and explanation have depicted a series of final typologies regarding the topic, mainly being: The desired political identity of the legal positivist liberal subject, the democratic anti-tyranny subject, the religious justice-seeking subject, the revolutionary obligation-centered subject, the populist anti-abuse subject, the moderate, justice-oriented critic subject.
Mohammad Bitarafan; Sohrab Yazdani; Hossein Moftakhari; Hojjat Fallah Tootkar
Abstract
The structure of education in the Qajar dynasty was derived from tradition and was as a kind of reading of religious principles. Three basic components in this period created the process of change in the structure of education in the field of the feminine gender: a) the attention given by European graduates ...
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The structure of education in the Qajar dynasty was derived from tradition and was as a kind of reading of religious principles. Three basic components in this period created the process of change in the structure of education in the field of the feminine gender: a) the attention given by European graduates and the intellectuals of the last two decades of the reign of Naser al- adin Shah to the matter of “educating” the women, b) the establishment of schools for girls by American, English and French missionaries in Iran, and c) the introduction of the concept of equality in the constitutional revolution of Iran. The reality is that women's empowerment was one of the main concerns and acts of the constitutionalist intellectuals. As the social relations in the Qajar period did not allow for a solution for the equality issue of women to be introduced, thinking about and using the religious and social concepts in the areas of education and health could bring about the initial changes regarding the female gender was perceived. Therefore, showing attention to the improvement of the social status of Iranian women and the public benefit derived from it thereof, became the main concern of the constitutionalists in the field of women. However, the shift in social traditions caused an extreme reaction from the supporters of the discourse of tradition in regards to the matter of women’s education and the establishment of schools for girls. Hence, many conflicts arose which took place in different contexts such as the parliament, the state, city councils, newspapers, etc. In fact, the introduction of main concepts of constitutionalism such as freedom, law and equality which somewhat were connected to the matter of women, became the main focus point for the conflicts between the discourses of tradition and modernity.
mohsen Kermani; Abolfazl Delavari
Abstract
Abstract With the rise of disputes from the rotation of the post-modern and post-structuralism and post-marxism in the social science literature, the concepts of ideology, hegemony, the subject, power and resistance became most usable and controversial concepts in this area. Outcome of this dispute was ...
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Abstract With the rise of disputes from the rotation of the post-modern and post-structuralism and post-marxism in the social science literature, the concepts of ideology, hegemony, the subject, power and resistance became most usable and controversial concepts in this area. Outcome of this dispute was a range of views and interpretations of these concepts. Depending, in recent years the trend and interest in the intellectual climate of our society, particularly in terms of vogue theory and discourse analysis has been established. However, in some cases it can be seen that these concepts without attention and awareness of the theoretical and conceptual similarities and differences between them are used. Accordingly, in the present article trying with obtaining analytical and critical approach similarities and differences of these concepts in the view of most theorists in the field such as Marx, Althusser, Gramsci, Foucault and Laclau and Mouffe be studied and explained. The results of this study implies that each of these concepts find the different mean in different theories. Thus the researchers before applying any of the above concepts must identify the appropriate theoretical approach with expected meaning of these concepts.Because the traditional concept of ideology and hegemony value-loaded and is based on the existence of transcendental truth. While discourse analysts deny the existence of truth and believe that these discourses that serve to define the truth.
hosein sarvari
Abstract
This research with aim of surveying the traditionalism discourse of music in contemporary Iran is studying the features and basic element of forming and genesis of this discourse. So with the historical genealogy and presentation of discoursal features of this period exhibit a semantic interpretation ...
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This research with aim of surveying the traditionalism discourse of music in contemporary Iran is studying the features and basic element of forming and genesis of this discourse. So with the historical genealogy and presentation of discoursal features of this period exhibit a semantic interpretation of that discourse. Regarding the perspective of Cultural Studies, genealogy manner and historical analysis of discourse, this article shows that how political, social and cultural context influence directly or indirectly that discourse . The consequences of this article are gathered by the help of modal way and by the usage of discourse analysis and historical genealogy. At the time the discourse is recognized against modernism discourses and formed in the shadow of political, social and cultural conditions of Iran. In that period, holding the international congress of Iran's music in 1961 and establishment of Preservation and Diffusion Center [for music] are considered as turning points for the formation of basic elements of traditionalism discourse.
nematollah fazeli; roozbeh kardouni
Volume 15, Issue 41 , August 2008, , Pages 125-161
Abstract
This paper examines the discursive structure of Hashemiye Rafsanjani s state welfare discourse in the years 1368- 1376. [t is intended to find out and demonstrate all the main elements of the welfare discourse through Interpretation and recognition of meanings of the discourse examined in its socio-historical ...
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This paper examines the discursive structure of Hashemiye Rafsanjani s state welfare discourse in the years 1368- 1376. [t is intended to find out and demonstrate all the main elements of the welfare discourse through Interpretation and recognition of meanings of the discourse examined in its socio-historical context. The significant of is study can be explained by the fact that social welfare has always been one of the outrnost criteria of assessing the amount of achievement of all states. It is also a common interest of the states and citizens. This study is methodological based• on Focult s andFercluagh s discourse analysis approach and method. Ferclogh distinguishes three levels of discourse analysis including descriptive, interpretive and explanatory levels. This paper consists of definition of the problem, literature review, and methodology and the data analysis. It is discussed and argued that the social welfare policies of Development Discourse of Rafsanjani state were oriented towards and focused on economical welfare factors such as housing: social insurance, work, and subsides. In this discourse other aspects of welfare such as political factors were ignored and excluded form the state policies
kazem motamed nejhad; seyed mohammad mehi zadeh taleshi
Volume 13, Issue 36 , February 2007, , Pages 1-35
Abstract
the present article is an academic research which reviews and critically analyzes the discourse of four newspapers: "The New York Times", "The Guardian", "Le Munde" and "Die Welt" with the aim of understanding and criticizing the hidden and profound discourse and idelogy whtch influence the western "media ...
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the present article is an academic research which reviews and critically analyzes the discourse of four newspapers: "The New York Times", "The Guardian", "Le Munde" and "Die Welt" with the aim of understanding and criticizing the hidden and profound discourse and idelogy whtch influence the western "media function". The theoretical approach adopted by the research is the oriental ism ideology and discourse as a system of eastern representation in the west. Results inicate that "terrorism" and "Islamic fundamentalism" are the main iconographic stereotypes which arc used by the western press. These two stereotype actually represent Islam and Iran as a threat to peace, democracy and modernization. Continuous degradation and reduction of Iran as a kind of dual threat under the brand of Islamic fundarucntalisru and international terrorism would portray this country more dangerous than other "rogue" countries for the west and other spots of the world.
hadi khanyeki; kazem motamed nejhad
Volume 10, Issue 23 , November 2003, , Pages 95-133
Abstract
This paper surveys the subjective and objective transformations that have happened in the discourses of international relations; it tries to show the relation between international communications and the prevalent order of discourse at the intellectual and cultural shperes. The main claim is that if ...
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This paper surveys the subjective and objective transformations that have happened in the discourses of international relations; it tries to show the relation between international communications and the prevalent order of discourse at the intellectual and cultural shperes. The main claim is that if the world is turning toward the dialogue and has accepted the idea of dialogue among civilizations, it is a result of certain objective and subjective transformations.
The paper surveys the ideas of Gadamer, Bakthin, Habermas, Mcintyre, and Rawls on dialogue, to show the subjective and intellectual transformations. Also, the unique contribution of each of these philosophers to the promotion of "dialogue" is reviewed.
At the objecive level, the discourses produced at United Nations Educational, Scientific, and Cultural Organization (UNESCO), using critical discourse analysis method, were analyzed. Three historically distinct discourses were revealed. The prevalent discourse in 1970s was "development and progress". A fair and balanced development with due attention to human aspects and centrality of nation-states as the main players in the field of ground for the construction of the theory of dialogue among civilizations.
