Re-Territorialization: The Paradoxical Discourse of Reforms in Iran Education System

پژوهش نامه مبانی تعلیم و تربیت

Article 1, Volume 10, Issue 1 - Serial Number 19, September 2020, Pages 5-32   

Document Type: پژوهشی

DOI: 10.22067/fedu.v10i1.86747

Author

Sayed Mahdi Sajjadi^*

Tarbiat Modares University

Abstract

What, despite all the reforms, has made Iran's education system ineffective is the dominance of a "discourse" over a reform that has mostly led to the "re-territorialization" that prevents the emergence of real reforms in the education system. The paradoxical aspect of this discourse is that on the one hand, the reform aims to create change and improvement in the educational system. On the other hand, by "re-territorialization", it creates new obstacles to real reforms that experience four decades of policy. In the Iranian educational system can be considered a clear example. This article by addressing the three important concepts of "territorialization", "de-territorialization", as well as the "re-territorialization", it seeks to explain the nature and function of governance in the "discourse of reterritorialization" "in three areas and also to provide a way out of it in order to achieve an efficient and self-organizing educational system on the other hand. Critical discourse analysis, concept analysis and re-conceptualization are the basis of the method of compiling this article. The findings show that as long as the re-territorialization is considered as a discourse of reform in the Iranian educational system, due to the paradoxical and anti-reform nature of this discourse, it will not be possible to achieve real reform in the educational system.

Keywords

Territorialization; De-territorialization; Re-territorialization; reforms; Pradoxical; Educational System; Pradoxical discourse

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