In any political system or government, there are conflicting forces composed of a multitude of actors (e.g., politicians, activists and other stakeholders) with diverse ideologies that are vying for power to influence the public policy process at all stages from policy formulation and policy execution to policy assessment. Certainly, one of the most significant government policy areas is in the field of education. Contrary to the positivist approach, education policies and strategies are not formed in a vacuum. Outside all political systems, there are individuals and institutions that expectedly endeavor to set the agenda for national education policies. These external actors are often powerful enough to have a determining impact on education policies based on their worldviews and rigid ideological thinking about education. Even though they might not necessarily oppose policies aimed at improving the quality of education in order to confront both the traditional and emerging challenges of building and maintaining efficient, equitable and forward-looking education systems.
The authors try to find suitable answers to the following research questions: 1. Which actors greatly influence Iran’s decision-making and policymaking process in the field of education? 2. What are the ideological thinking and typical demands of each major group of actors influencing Iran’s education policies? In the hypothesis, it is claimed that the weaknesses of competitive mechanism by which political parties, labor unions and non-governmental organizations often crucially influence policymaking in the public sphere have led to a situation in the existing political arena that the demands of stakeholders and actors who are aligned with the dominant political ideology are predominantly considered by the policymakers’ agenda-setting efforts in the field of education. For the purpose of hypothesis testing, the authors use a composite theoretical framework based on Habermas’ theory of public space, Althusser's theory of ideology (and ideological state apparatuses), and Bourdieu's field theory. They relied on the works of these prominent scholars because Habermas's theory of the public sphere offers valuable lenses through which one might be able to examine the intricate interplay between the external actors and the broader public domain. Althusser's concept of ideological apparatus serves as a critical tool for understanding how ideologies are disseminated and mobilized in the education policy arena. Furthermore, Bourdieu's theory of the field provides valuable insights into the power dynamics that shape the education policy landscape.
Using the method of critical analysis, the demands related to the material interest, socio-economic needs, and politico-cultural preferences of the key activists and stakeholders (e.g., the Ministry of Education, administrative authorities, professional associations for teachers, student councils, parent–teacher association, seminaries and theological institutions, etc.) as the factors influencing the education policymaking process will be examined. By subjecting these demands to a careful scrutiny within their chosen theoretical framework, the authors attempt to reveal the ideological forces that underlie Iran's education policies. In the hope of overcoming the shortcomings of the country’s education policymaking efforts, a few policy recommendations are ultimately presented in the concluding section, for instance, the necessity to base the education policymaking on an inclusive participatory approach, strengthening the role of all relevant governmental and non-governmental actors working cooperatively in the public sphere, and optimally using the capacity of all major stakeholders’ scientific associations, organizations and labor unions in the field of education in Iran. |
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