تحلیل سیاستی از حکمرانی آموزش و پرورش در ایران: نقش جریان‌های سیاسی در بازتولید هژمونی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه علوم سیاسی، واحد تبریز، دانشگاه ازاد اسلامی، تبریز، ایران

2 گروه علوم سیاسی، واحد تبریز، دانشگاه ازاد اسلامی، تبریز، ایران

10.22034/lbcij.2026.70669.1346

چکیده

هدف: این پژوهش با هدف واکاوی نقش جریان‌های سیاسی در حکمرانی آموزش و پرورش ایران و چگونگی بازتولید هژمونی از این مجرا انجام شد.
روش پژوهش: روش پژوهش از نوع آمیخته‌ی متوالی اکتشافی است که در آن ابتدا داده‌های کیفی استخراج و تحلیل شده و سپس نتایج به‌صورت کمی اعتبارسنجی شدند. در مرحله تحلیل اسنادی، ۱۴۸ سند مصوب شورای عالی انقلاب فرهنگی و شورای عالی آموزش و پرورش (۱۳۵8-۱۴۰۲) بر اساس چک‌لیست تحلیل اسناد و با روش تحلیل مضمون بررسی شد. در مرحله سنتزپژوهی نیز ۴۳ مطالعه منتخب با معیارهای ورود و خروج مشخص، با الگوی روبرتس تلفیق گردید. در مرحله کیفی، ۱۸ خبره (۹ استاد دانشگاه و ۹ مدیر ارشد آموزشی) به‌صورت نمونه‌گیری هدفمند و گلوله‌برفی تا اشباع نظری مورد مصاحبه نیمه‌ساختاریافته قرار گرفتند. در مرحله کمی نیز ۱۵ نفر از خبرگان حوزه سیاست‌گذاری آموزشی و علوم سیاسی در استان آذربایجان شرقی به‌صورت هدفمند انتخاب و پرسشنامه دلفی در دو راند در اختیار آنان قرار گرفت. پایایی ابزارها با آلفای کرونباخ 0/89 تأیید شد.
یافته‌ها: یافته‌ها نشان داد که جریان‌های سیاسی از طریق سازوکارهای مستقیم (انتصابات، بودجه، و اصلاح مقررات) و غیرمستقیم (گفتمان‌سازی، پژوهش و رسانه) بر ابعاد مختلف سیاست‌گذاری آموزشی اثرگذارند و این تأثیرات در ابعاد مدیریت منابع انسانی، برنامه درسی، بودجه، ساختار حکمرانی و روابط بین‌الملل بازتاب یافته است.
نتیجه‌گیری: مدل نهایی پژوهش، سازوکارهای بازتولید هژمونی در نظام آموزشی ایران را تبیین می‌کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

A Political Analysis of Educational Governance in Iran: The Role of Political Currents in Reproducing Hegemony

نویسندگان [English]

  • Shahab Ahmadi Norouz Abad 1
  • Ehsan Shaker Khoei 2
  • Sadegh Maleki Avarsin 2
1 PhD Student, Department of Political Science, Ta.C., Islamic Azad University, Tabriz, Iran
2 Department of Political Science, Ta.C., Islamic Azad University, Tabriz, Iran
چکیده [English]

Objective: This study aims to explore the role of political currents in the governance of Iran’s education system and how hegemony is reproduced through this channel.
Method: The research employed a sequential exploratory mixed-methods design, in which qualitative data were first collected and analyzed, followed by quantitative validation of the results. In the document analysis phase, 148 approved documents from the Supreme Council of the Cultural Revolution and the Supreme Council of Education (1979–2023) were examined using a document analysis checklist and thematic analysis. In the meta-synthesis phase, 43 selected studies meeting specific inclusion and exclusion criteria were synthesized using the Roberts model. During the qualitative phase, 18 experts (9 university professors and 9 senior education managers) were selected through purposive and snowball sampling until theoretical saturation was achieved, and semi-structured interviews were conducted. In the quantitative phase, 15 experts in educational policy-making and political science from East Azerbaijan Province were purposively selected to complete a two-round Delphi questionnaire. The reliability of the instruments was confirmed by a Cronbach’s alpha of 0.89.
Results: Findings indicated that political currents influence various dimensions of educational policy-making through both direct mechanisms (appointments, budgeting, and regulatory reforms) and indirect mechanisms (discourse formation, research, and media). These effects are reflected in human resource management, curriculum design, budgeting, governance structure, and international relations.
Conclusions: The final model of the study explains the mechanisms of hegemonic reproduction within Iran’s educational system.

کلیدواژه‌ها [English]

  • educational policies
  • political currents
  • education system
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