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شناسایی و تحلیل گفتمان‌های تعلیم و تربیت نوین زنان در بستر نوسازی پهلوی اول (1300-1320) | ||
| زن در فرهنگ و هنر | ||
| مقاله 2، دوره 17، شماره 3، مهر 1404، صفحه 305-324 اصل مقاله (901.42 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/jwica.2025.377723.2043 | ||
| نویسندگان | ||
| سید حسن هاشمی* 1؛ شهرزاد شاه سنی2؛ بابک شمشیری3؛ امین ایزدپناه2؛ حلیمه عنایت4 | ||
| 1دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه شیراز، شیراز ، ایران. | ||
| 2استادیار گروه مبانی تعلیم و تربیت، دانشکده علوم تربتی و روانشناسی، دانشگاه شیراز، شیراز، ایران. | ||
| 3استاد گروه مبانی تعلیم و تربیت، دانشکده علوم تربتی و روانشناسی، دانشگاه شیراز، شیراز، ایران. | ||
| 4استاد بخش جامعه‌شناسی و برنامه‌ریزی اجتماعی، دانشکده‌ی اقتصاد، مدیریت و علوم اجتماعی، دانشگاه شیراز، شیراز، ایران. | ||
| چکیده | ||
| هدف این پژوهش، شناسایی و تحلیل انواع گفتمان‌های تعلیم و تربیت زنان در دورۀ پهلوی اول با رویکرد تحلیل گفتمان لاکلا و موف است. از این‌رو با بررسی 14 سند که به شیوۀ هدفمند انتخاب شده بودند، 39 مصداق، 35 خرده‌گفتار و 4 گفتمان شناسایی شدند که گفتمان «نوسازی دستوری» متعلق به گفتمان حاکمیت و گفتمان «مادری جدید»، «خودآگاهی وجودی-حقوقی» و «تعالی ملی» متعلق به گفتمان زنان بوده است. تحلیل این گفتمان‌ها نشان داد گفتمان «نوسازی دستوری» تحصیلات زنان را به مسئلۀ کشف حجاب گره زده و از این طریق، گفتمان‌های زنان را در موضع همگرایی و در تضاد با ذهنیت سنتی قرار داده است. تمرکز اصلی گفتمان حاکم، تغییر و تحول در وضع زنان بر حجاب آنان بود؛ بنابراین در مقولۀ اصلاحات آموزشی، از آنجا که تأکید بر بی‌حجابی زنان بود، گفتمان نوسازی دستوری و گفتمان‌های زنان با مخالفت شدید جامعۀ سنتی روبه‌رو شد. گفتمان سنت به گفتمان مقاومت بدل شد و هژمون «عدم ضرورت حضور اجتماعی زنان» را در مقابل هژمون «ضرورت حضور اجتماعی زنان» مدنظر گفتمان حاکم و گفتمان‌های زنان ایجاد کرد. نتیجۀ این تقابل، ایجاد فضایی قهرآلود بود. در یک سو زنانی قرار گرفتند که با رغبت یا از سر ناچاری تن به کشف حجاب دادند و در سوی دیگر زنان معتقد و پایبند به ارزش‌های سنتی قرار داشتند که حضور اجتماعی خود را مترادف با بی‌هویتی و حفظ هویت خود را ملازم با عدم حضور اجتماعی می‌دانستند. | ||
| کلیدواژه‌ها | ||
| تحلیل گفتمان؛ تعلیم و تربیت زنان؛ دوره پهلوی اول؛ گفتمان؛ نوسازی | ||
| عنوان مقاله [English] | ||
| Identifying and Analyzing the Discourses of Modern Education and Training of Women in the Context of the first Pahlavi Modernization (1921-1941) | ||
| نویسندگان [English] | ||
| Sayyed Hassan Hashemi1؛ Shahrazad Shahsani2؛ Babak Shamshiri3؛ Amin Izadpanah2؛ Halimeh Enayat4 | ||
| 1PhD Student of philosophy of Education, Shiraz Universit, .Iran ,Shiraz. | ||
| 2Assistant professor of Philosophy of education, School of education and psychology, Shiraz University, Iran, Shiraz | ||
| 3Professor in the Department of Foundations Education Psychology, Factuty of Eductional and Psychology, Shiraz Universit, .Iran ,Shiraz. | ||
| 4Professor of Sociology, Faculty of Economics, Management and Social Sciences, Shiraz Universit, .Iran ,Shiraz. | ||
| چکیده [English] | ||
| The purpose of this research is to identify and analyze the types of discourses of women's education in the first Pahlavi period using the discourse analysis method of Laclau and Mouffe. The outcome of the analysis of 14 purposefully selected documents was the identification of 39 samples, 35 phrases, and 4 discourses. The discourse of “grammatical modernization” was classified as a discourse of sovereignty, while the discourses of “new motherhood,” “existential-legal self-consciousness,” and “national transcendence” were classified as discourses of women. The results indicated that the discourse of “prescriptive modernization” connected women’s education to the issue of uncovering the veil, thereby putting women’s discourses in a position of convergence and in conflict with the traditional mentality. Therefore, in dealing with uncovering the veil and women's educational reforms, the discourse of prescriptive modernization and women's discourses encountered significant opposition from traditional society. In the perspective of the ruling discourse and women's discourses, the discourse of tradition evolved into a discourse of resistance, establishing a hegemony of “the lack of necessity of women’s social presence” against the hegemony of “the necessity of women's social presence”. The result of this confrontation was the establishment of an angry environment in which women who readily accepted the discovery of hijab and women who adhered to traditional values, which associated their social presence with anonymity and the preservation of their identity, were in opposition. They were aware of their lack of social presence. | ||
| کلیدواژه‌ها [English] | ||
| discourse, modernization, women's education, first Pahlavi period, discourse analysis | ||
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