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برساخت سوژه ملی با میانجی آموزش‌وپرورش در ایران (دوره پهلوی اول) | ||
| فصلنامه علوم اجتماعی | ||
| مقاله 7، دوره 26، شماره 86، آذر 1398، صفحه 221-253 اصل مقاله (970.86 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22054/qjss.2019.45090.2137 | ||
| نویسندگان | ||
| مریم مختاری* 1؛ فرشید رحیمی2؛ جلیل کریمی3؛ کمال خالق پناه4 | ||
| 1دانشیار جامعه شناسی دانشگاه یاسوج، ایران. (نویسنده مسئول) | ||
| 2دانشجوی دکتری جامعه شناسی دانشگاه یاسوج، ایران. | ||
| 3استادیار جامعه شناسی دانشگاه رازی، ایران. | ||
| 4استادیار جامعه شناسی دانشگاه کردستان، ایران. | ||
| چکیده | ||
| پژوهش حاضر تاریخ نهاد آموزش را نه از منظر پیشرفت که میل به هدایت جامعه به‌سوی سعادت عمومی دارد، بلکه از منظر انتقادی به‌مثابه نهادی یکدست ساز موردبررسی قرار می‌دهد بنابراین یافته‌های این پژوهش درصدد پاسخ به این پرسش خواهد بود که آموزش چگونه در وضعیتی متکثر، سوژه ملی را برساخت؛ چارچوب مفهومی پژوهش برآمده از مباحث اندرسون در رابطه با خلق تصویر ملت به میانجی آموزش‌وپرورش در سطح ذهنی و استفاده از مفهوم حکومتندی به‌منظور توضیح سازوکارهای انضباطی در سطح مادی است همچنین از روش تبارشناسی فوکو برای بازنمایی این مقطع تاریخی استفاده شده است. با تکیه بر تبارشناسی در این پژوهش، ابتدا شرایط گذار از آموزش مکتب‌خانه‌ای به آموزش مدرن براثر دو رخداد جنگ و بیماری در بستر ارتباط با غرب توضیحاتی ارائه شده است که منجر به‌صورت بندی کردارها و گزارههایی حول گفتمان ترقی شد و تربیت ملت را به سطح رؤیتپذیری برکشاند و سپس به شرایط برآمدن گفتمان ناسیونالیسم اقتدارطلب در اواخر دوره قاجار پرداخته شده است؛ گفتمان فوق با برجسته کردن ترس از فروپاشی، زمینه‌های رسوخ در ابژههای قدرت را فراهم ساخت و این فرایند در نظام آموزشی ذیل یکدستسازی اذهان با محوریت کتابهای درسی و یکدستسازی بدنها با تأکید بر مکانسیمهای انضباطی به انجام رسید. | ||
| کلیدواژه‌ها | ||
| جوامع تصوری؛ تبارشناسی؛ گفتمان؛ ناسیونالیسم اقتدارطلب؛ دوره پهلوی | ||
| مراجع | ||
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