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      • Open Access Article

        1 - Critical Analysis of Educational Justice Components in Ideologicalization and Constructive Discourses
          yahya ghaedy akbar salihie
        The present article has been written with the aim of analyzing and criticizing the components of educational justice in the discourses after the Islamic Revolution with emphasis on the discourse of ideological and constructive. For this purpose, some of the direct state More
        The present article has been written with the aim of analyzing and criticizing the components of educational justice in the discourses after the Islamic Revolution with emphasis on the discourse of ideological and constructive. For this purpose, some of the direct statement and some governmental and educational texts and approvals in the two mentioned periods have been studied and criticized by Norman Fairclough’s critical discourse analysis method. As can be seen from the analysis and interpretation of the texts, these discourses, although somewhat different in terms of educational justice, political and value positions, but in terms of textual and hyper-textual analysis, act more on the need and in the dimension of justice. Lack of budget, maintaining relations of hierarchical order, centralism, ambiguity and contradiction in opinion and practice, weakness in functionalist use of religion along with other ideas, internal and external unrest, limited internal and external interactions, conservatism, dominance and superiority of intellectual and value positions of the upper echelons of the system and as the most important factor and obstacle compared to other cases, including the most significant internal constraints and external barriers in providing the requirements for educational justice, especially at the qualitative level and it shows the inconsistency of the goals and programs proposed with the real relations and goals of the government. Consequently, If, in terms of motivation and cognition, there is no change in the intellectual positions of the ruling group as a source of authority and policy at all levels, change at other levels will not be possible as requirements for the effective realization of educational justice, especially at the qualitative level. Manuscript profile
      • Open Access Article

        2 - Discourse Analysis of Teacher Education in the Rule of the Islamic Republic of Iran
        Reza Haqverdi   Susan Keshavarz Alireza Mahmoudnia
        In this paper, teacher education discourse has been analyzed in the Islamic Republic of Iran. Research assumes the governance discourses that have been articulated after the Islamic revolution, have defined teachers' semantic systems that have placed the political, econ More
        In this paper, teacher education discourse has been analyzed in the Islamic Republic of Iran. Research assumes the governance discourses that have been articulated after the Islamic revolution, have defined teachers' semantic systems that have placed the political, economic, and social position of teachers in power structures. These semantic systems include a central signifier for teacher education discourse that other signs being articulated around it. The research questions are: what have been the central signs of teacher education in the governance discourse formed after the Islamic Revolution? And what were the backgrounds of teacher education discourses after the Islamic Revolution? This research is based on Laclau and Mouffe's discourse theory mode through document mining. According findings of the research, the central sign of teacher education in the governance discourses after the Islamic revolution of Iran are: Revolutionary teacher training, teacher training as a government agent, political development of teacher, fundamental reform in teacher education, teacher education as a theoretical and practical model according to the Islamic standard system. The wide discourse of the Islamic Revolution has had a lasting impact on the process of teacher education. Also after drafting the Fundamental Reform Document of Education (FRDE) and the Document of Teacher Education and the Provision of Human Resources in the Formal and Public Education Subsystem, teacher education has been viewed as a strategic position in the education system with a long-term and forward-looking approach. Manuscript profile
      • Open Access Article

        3 - The Multiple Formations of Religious Education`s Curricula Against Social Forces in Islamic Schools During the Second Pahlavi Period
        irandokht fayyaz zahra minaei narges sajadeh mohammadreza javadi yehaneh
        This article illustrates how the curricula of religious education were formed vis-a-vis social forces in the Islamic schools during the second Pahlavi reign. Utilizing historical discourse analysis and examining four schools as case studies, we argue that these encoun More
        This article illustrates how the curricula of religious education were formed vis-a-vis social forces in the Islamic schools during the second Pahlavi reign. Utilizing historical discourse analysis and examining four schools as case studies, we argue that these encounters led to four kinds of knowledge formation: "the generalization of religious knowledge" in the schools of the Islamic Education Society, "rational verification of religious knowledge" in Alavi School, "scholarly comparison of religious knowledge" in Kamal School, and "the systematization of religious knowledge" in the Refah school. The first formation faced the foundations of other rival religious discourses by emphasizing the Qur'an, the confrontation of jurisprudence against popular religion and superstitions, and confronting civil laws to eliminate corruption and achieve progress. The second formation was shaped along with a philosophical approach in encountering with the principles of Marxism and of Baha'iism, and providing a wise religion for immunity from corruptive lifestyles and using Islamic ethics against human social laws. The third formation was shaped by looking for compromise between science and religion versus religious superstitions and the materialists, a chosen jurisprudence versus the formal jurisprudence, and the confrontation with the modern state through a militant religion. The final formation was formed by using theology against other competing discourses, designing efficient social systems versus the modern government, and self-making for providing a good environment as opposed to isolated individual life forms. According to the results of each formation, there can be four inspirations as follows: turning from the internal religious language to the general and extra-religious language, turning from the affirmative language in Muslim philosophy to the speculative language in general philosophy, turning from the necessary relationship between science and religion to a possible relationship, and turning from the absolute inclusion of morality in religion to mutual partial relationship between them. Manuscript profile