نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهیدبهشتی تهران، تهران، ایران.

2 استاد دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهیدبهشتی تهران، تهران، ایران.

3 دانشیار دانشکده علوم تربیتی و روان‌شناسی دانشگاه شهیدبهشتی تهران، تهران، ایران.

10.30486/jsre.2020.584895.1338

چکیده

پژوهش حاضر قصد دارد ابتدا خاستگاه‌های فکری و نظری برنامه درسی سایه را مورد تحلیل قرار دهد سپس شواهد و مصادیق مربوط به این مفهوم را از مدارس ایران ارائه کند. رویکرد حاکم بر این پژوهش کیفی است که در مرحلة اول روش تحلیلی-توصیفی و در مرحلة دوم از روایت پژوهی استفاده شده است. جامعة آماری پژوهش، شامل معلمان، دانش‌آموزان دورة اول متوسطه و نیز دانشجومعلمان دانشگاه فرهنگیان شهر اردبیل بودند که به‌صورت هدفمند چند مدارس شهر، انتخاب و روایات و تجارب آنها گرداوری شد. ابزار گردآوری داده‌ها علاوه بر منابع مکتوب در مورد نظریه‌ها و دیدگاه‌ها، مصاحبة روایی بود. داده‌های حاصل از 5 مصاحبه انفرادی و گروهی، به اشباع نظری رسید. داده‌ها با روش تحلیل مضمونی تجزیه‌وتحلیل شد که شامل 6 مضمون اصلی است و عبارت‌اند از: فعالیت‌های زیرزمینی دانش‌آموزان، سندسازی، مهندسی نتایج امتحانات، تناقض در گفته‌ها و عمل، تبعیض و مقاومت دانش‌آموزان. این مضامین به همراه مضامین فرعی و مفاهیم آن از مهم‌ترین مصادیق برنامه درسی سایه در مدارس ایران هستند. همچنین بر اساس نتایج این پژوهش این فعالیت‌ها و مصادیق، ریشه در نظریه مقاومت، نظریة فراخود یا سوپراگوی ژاک لکان و نیز اندیشه‌های اسلاوی ژیژک دارند.

کلیدواژه‌ها

عنوان مقاله [English]

Intellectual and theoretical Origins of the Shadow curriculum and recognition of its evidences In educational system of Iran

نویسندگان [English]

  • Morteza Bazdar Gamchi Gayeh 1
  • korush fathi vajargah 2
  • Mahboobeh Arefi 3
  • Magsood Farasatkhah 3

1 PhD Student of Curriculum Studies, Faculty of Education and Psychology, Shahid Beheshti University (SBU), Tehran, Iran.

2 Professor of Curriculum Studies, Faculty of Education and Psychology, Shahid Beheshti University (SBU), Tehran, Iran.

3 Associate Professor of Curriculum Studies, Faculty of Education and Psychology, Shahid Beheshti University (SBU), Tehran, Iran.

چکیده [English]

The present study intends to analyze the intellectual and theoretical origins of the shadow curriculum and then provide evidence for this concept from Iranian schools. The approach of this study is qualitative which in the first stage of the research is an analytical-descriptive method. The second stage is narrative research. The research population consisted of teachers, first grade students, and student teachers of Farhangiyan University of Ardebil. Data collection was in addition to written sources on theories and views, Unstructured interview. Data from 5 individual and group interviews reached theoretical saturation. The data were analyzed by thematic analysis method which consists of 6 main themes: student underground activities, documentation, engineering of exam results, inconsistency in statements and practice, discrimination and resistance of students. These themes as well as their sub-themes and concepts are among the most important examples of shadow curriculum in Iranian schools. According to the results of this research, these activities and instances have their roots in the theory of resistance, Jacques Lacan's super-ego, as well as Slavoj Zizek's ideas.

کلیدواژه‌ها [English]

  • Shadow Curriculum
  • resistance theory
  • Slavoj Zizek Thoughts

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