Explaining Dialogical Education in the Resistance Approach of Critical Theory: The Desirability and Possibility of its Realization in Education in Iran

پژوهش نامه مبانی تعلیم و تربیت

Article 5, Volume 9, Issue 2 - Serial Number 18, March 2020, Pages 85-104   

Document Type: پژوهشی

DOI: 10.22067/fedu.v9i2.80824

Authors

Malihe Rajaei^{* 1}; tahereh javidi¹; Alireza Sadeghzadeh²; Bakhtiar Shabani³

¹Ferdowsi University of Mashhad

²modares university

³Ferdowsi University of mashhad

Abstract

The primary purpose of this paper is to explain the dialogical education with an emphasis on Giroux's perspectives. Accordingly, Giroux's views about education, school, knowledge, and ideology were studied and analyzed. We articulated that dialogue is the main feature of critical education and has a profound connection with human agency, democracy, and critique of ideology and also the point of view about human, culture (social and economic class), knowledge, ideology, and their relationship with each other. We argued that while we agree that the fundamental transformative documents of the Iranian education system emphasize the dialogue, there are significant challenges to accomplish dialogical education in this context.

Keywords

Resistance Approach; Henry Giroux; critical education; Dialogue; fundamental reform document of education in the Islamic Republic of Iran

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