Sociology
Fatemeh Havasbeigi
Abstract
The purpose of the current research is to identify the components of national cohesion for use in the content of textbooks. The research paradigm is interpretive, the approach is qualitative, the research strategy is qualitative content analysis and the field of study includes teachers and experts. A ...
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The purpose of the current research is to identify the components of national cohesion for use in the content of textbooks. The research paradigm is interpretive, the approach is qualitative, the research strategy is qualitative content analysis and the field of study includes teachers and experts. A semi -structural interview was used to collect information. The sampling method is purposeful and continued until the theoretical saturation stage, and interviews were conducted with 14 experts and 18 teachers. The data format was based on audio and for data analysis two steps of open and axial coding were used. In the first step, the coding of 451 initial code and 87 sub -categories were obtained. In the second stage of coding, 16 main categories were obtained after categorization. The extracted categories are: language homogeneity, diversity in introducing celebrities, Territorial symbols, legitimizing cultural pluralism, rethinking and writing women's texts, strengthening trust, distributive justice, Merit based, strengthening national identity, paying attention to multicultural economy, introducing ancient artifacts, political legitimacy, redefining educational policy, strengthening National-transnational compatibility, creating social security, and reforming media policy. Based on the findings, the necessity of a review and a more comprehensive look at the structure of national cohesion is felt.
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The present article aims to trace the understanding of Iran's collective identity in historical reference to the rationality of schools.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The present article aims to trace the understanding of Iran's collective identity in historical reference to the rationality of schools.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."
Ali Khorsandnejad; Hassan Chavoshian; Arash Heydari; Hamid Abdollahi Chanzanagh
Abstract
“Childhood” is a modern phenomenon which has not been inquired historio-sociologically frequently. The prevalent prospect defines the child in a psychological system, and considers it to be an innocent, vulnerable and protection-needing being. Immanently, this form of constructing the child ...
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“Childhood” is a modern phenomenon which has not been inquired historio-sociologically frequently. The prevalent prospect defines the child in a psychological system, and considers it to be an innocent, vulnerable and protection-needing being. Immanently, this form of constructing the child creates and excludes diverse experiences of childhood. But childhood is not an integral entity and we shouldn’t attempt to give meaning to its plural range of social experiences through its constructed criteria. The present researchers tried to mark one of these “excluded” childhoods with a historical approach and explore the context of emergence of “Daar-alta’adib” as the first carceral space of children. We made use of theoretical considerations and methodological assumptions of Foucauldian genealogy and archaeology to construct an alternative narrative of experiences of childhood in Iran. Findings indicate that the perception of childhood in first Pahlavi era was based on the figure of “child in need of education” and criminal children were represented in terms of educational pathology. The subject that was disciplined in this discourse was “ill-natured child” whom turned into “delinquent child” as historical changes came in to play. Protection ideology collaborating with psychology produced child as a vulnerable being, and through this process, spatial emergence of Daar-alta’adib became possible.
Women Studies
Somayehsadat Shafiei; zahra hosseinifar
Abstract
Due to a lack of historical resources in the field of women and gender, women’s journalistic texts are invaluable sources which mirror women’s general conditions, situations, concerns, and demands in different time periods in Iran’s contemporary history. In order to investigate their ...
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Due to a lack of historical resources in the field of women and gender, women’s journalistic texts are invaluable sources which mirror women’s general conditions, situations, concerns, and demands in different time periods in Iran’s contemporary history. In order to investigate their social positions, the obligatory and necessary expectations due to their roles and also their role characteristics – as sociological categories in women’s journalistic texts during the era of modernization in Iran – the present study has examined the well-known and well-established monthly journal of Zaban-e Zanan in the period of the years 1942-1946, coincident with the onset of the second Pahlavi reign. Although the data of a few variables has been collected through a quantitative method, the main method of the study has been qualitative content analysis. The results show that although the writers of the journal had modernist orientations, the social status of women was only defined in the private sphere. The roles of motherhood, wifehood and maidenhood were each accompanied by obligatory expectations and role characteristics which were emphasized by the journal, and motherhood and wifehood were the preferred main roles for women. Furthermore, having these three-dimensional roles during that period, women were required by the sociopolitical conditions of the country to meet expectations such as receiving education and learning skills in line with patriotism and in order to raise men who were worthy and who would protect their homeland.
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.
