نوع مقاله : مقاله علمی- پژوهشی مستخرج از رساله
نویسندگان
1 گروه علوم سیاسی و روابط بین‌الملل، دانشکده حقوق و علوم سیاسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
2 گروه علوم سیاسی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران
3 گروه معارف اسلامی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران
کلیدواژه‌ها
عنوان مقاله English
نویسندگان English
Objective: This study aimed to identify and explain the pathologies of educational policymaking related to the national identity of secondary school students in Iran after the Islamic Revolution and to interpret them through Parsons’ structural functionalism. Method: The study employed a qualitative approach based on qualitative content analysis of policy documents and semi-structured interviews with 21 academic and practitioner experts. Ten participants were university faculty members in education, sociology, and educational policymaking, and 11 were managers and experts involved in educational planning; participants were selected purposively. After transcription, the 21 interviews were read and coded through several stages. A total of 596 initial codes were extracted; following conceptual refinement, 478 codes entered axial coding and 408 valid codes were organized into 20 main components. In the theoretical interpretation stage, the findings were examined through the four AGIL functions of adaptation, goal attainment, integration, and pattern maintenance. Findings: Four major policy periods/discourses—ideological, reconstruction, reform, and conservative—differed in the formulation of educational justice, curriculum content, participation, decentralization, and national identity. Nevertheless, persistent problems included gaps between policy goals and implementation, regional inequality, weak institutional coordination, discontinuity of identity-oriented programs,
کلیدواژه‌ها English
