بررسی وضعیتِ آموزش جامعه‌شناسی در ایران (یک مطالعه کیفی)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته کارشناسی ارشد جامعه شناسی، دانشگاه تربیت مدرس، تهران، ایران

2 دانشیار جامعه شناسی دانشگاه تربیت مدرس، تهران، ایران

چکیده

پژوهش حاضر با هدف بررسی و ارزیابیِ کیفیِ آموزش جامعه­شناسی، تلاش دارد تا با نگاهی به وضعیت کنونی آموزش جامعه­شناسی در ایران از دریچه­ی تجربه‌ی زیسته‌ی کنشگران اصلی آن (دانشجو و استاد)، توصیفی از آن ارائه داده و مقدمه‌ای برای بررسی نقاط ضعف و قوت مقوله‌ی آموزشِ رشته­ی جامعه­شناسی در ایران باشد. در این تحقیق با تکیه بر مفروضاتِ رویکرد پدیدارشناسی، آموزش به‌عنوان یک پدیدار برای محقق و کنشگرانِ درگیر فرایند آموزش آشکارشده و محققین تلاش داشته با تکیه‌بر تجربیات زیسته­ی این کنشگران، توصیفی از وضعیت آموزش جامعه­شناسی به دست دهند تا درنهایت بتوان با تکیه‌بر توصیف­ها و واکاوی خلأ‌های موجود در آموزش، به درکی بهتر از وضعیت جامعه­شناسی در ایران نائل شد. روش نمونه‌گیری، نظریه زمینه­ای است. جامعه‌ی آماری شامل دانشجویان جامعه‌شناسی (کارشناسی‌ارشد و دکتری) و اساتید جامعه­شناسی است که با معیار اشباع نظری در نمونه­گیری به پانزده دانشجو و هفت استاد رسیدیم. نتایج توصیفی پژوهش نشان از وجود موارد زیر در وضعیت کنونی آموزش جامعه‌شناسی در ایران می­دهد: نحیف بودن بینش جامعه­شناختی، انباشت مقالاتِ علمی، شکل نگرفتنِ حوزه عمومی، بی­اعتمادی به دانشگاه، مقتضیات محدود کنش دانشجو-استاد در بستر جامعه داخلی و بین­المللی، شیءوارگی علمی، عدم تفکیکِ ساختاری دانشگاه و دولت، عدمِ وجود پارادایم مشخص پژوهشی نظری، عدم استقلالِ دانشگاه از فضایِ امنیتی.

کلیدواژه‌ها


عنوان مقاله [English]

A Qualitative Study of the Situation of Sociology Education in Iran

نویسندگان [English]

  • Mahdokht Ghorbani 1
  • Alireza Shojaeezand 2
1 MA of Sociology, Tarbiat Modares University, Tehran, Iran
2 Associate Professor of Sociology, Tarbiat Modares University, Tehran, Iran
چکیده [English]

This study concerns the situation of sociology education in Iran through a phenomenological approach. The question is: “what is the role of sociology education in the current situation of Iran?” In this research, we tried to categorize different influential reasons on sociology conditions, and after demonstrating the importance of the teaching, we straight to the reality of sociology education without any postulated approach. The methodology is grounded theory which lets us look at this subject from a phenomenological approach. The first step is to refer to the involved actors in the education process to explain the reality as they are experiencing and living it. This plan is completed by interviewing seven professors and 15 students from three universities in Iran. These interviews are taken in open and semi-open techniques, which provided us a level of reality based on the lived experience of the actors, the consciousness of sociology teaching, classes, and the university environment. The sample size was chosen based on theoretical saturation. To analyze data, an open and axial codification was applied, and by specifying the central categories, the authors reached a conceptual ordering and a description of the current situation of sociology education in Iran.

کلیدواژه‌ها [English]

  • Grounded Theory
  • Lived experience
  • Sociology Education
  • Phenomenology
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