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Taqipour Akhtari A. The Critique of the Abstraction of "Neighborhood" in the "Document of Foundational Transformation in Education" in Iran. مکتب نقدنظر 2025; 1 (1) :6-11
URL: http://jcr-sj.com/article-1-23-en.html
URL: http://jcr-sj.com/article-1-23-en.html
Ph.D. Candidate of Comparative and Development Administration, Faculty of Management and Accounting, Allameh Tabataba’i University
Abstract: (1542 Views)
Education is a social function that influences the process and product of human life. In this regard, the "Document of Fundamental Transformation in Education" (DFTE) on the horizon of 2026 in Iran, highlights the importance of the "neighborhood" in the spatial aspects of educational performance and the interaction of schools with the surrounding environment. It also addresses the neighborhood as an entity whose core is the "pivot point of the government and the people in the growth, excellence, and progress of the country," along with identity, intellectual, epistemic, behavioral, etc. characteristics. However, since, on the one hand, the prevailing neighborhood pattern is more a result of economic stratification or the municipality’s service zoning than a reflection of agreed-upon theoretical features or educational elements, any imbalance in a path leads to an imbalance in products. This study, by understanding the deficiencies in the concrete contents related to the "neighborhood" phenomenon, considers it a deviating obstacle on the path to achieving the lofty goals of DFTE. It addresses the question of "how to define the neighborhood for the realization of educational justice." The results of this critique indicate that the "neighborhood" should be understood as an "epistemic" position. In other words, achieving "educational justice" as outlined in DFTE involves the simultaneous and corresponding explication of the two natures, namely "equilibrium educational content" and "restrictive nature of space for the realization of heterogeneous functions," leading to the production and reproduction of a phenomenon called the "education-oriented neighborhood.
Keywords: Development, Neighborhood, Educational Justice, functional heterogeneity, Equilibrium content
Type of Study: Research |
Subject:
General
Received: 2025/06/29 | Accepted: 2025/07/1 | Published: 2025/07/1
Received: 2025/06/29 | Accepted: 2025/07/1 | Published: 2025/07/1
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