This project examines efforts by the Islamic Republic of Iran to produce loyal "Islamic Citizens" through its postrevolutionary school system as way of securing the hegemonic rule of the state. Drawing upon eighteen months of fieldwork in Iran, including archival research of textbooks published from 1979 to 2008, as well as interviews and participant observation in two private Islamic high schools in Tehran, I show that Iranian schools have both emancipatory and disciplinary effects on students. Ordinary Iranians do not blindly accept or internalize the ideology of the state, instead resisting, reinterpreting or even ignoring aspects of the postrevolutionary project taught to them in school. Yet they often do so using the language, practices, and formal procedures of dominant groups. The dissertation demonstrates the incoherent and contested nature of the New Islamic Citizen, a concept that has changed often and dramatically over the past 30 years. Competition between rival groups for the moral authority to insert their vision of the ideal Islamic society into the education system accounts for the variation in the political and religious content of formal education. These ongoing and unresolved conflicts have resulted in a postrevolutionary curriculum layered with contradictions and tensions that in turn provide students with the resources and opportunities to challenge the totalizing project of the state. The dissertation reveals the relationship between the politics of schooling and the politics of nationalism in Iran. Looking beyond the usual antinomies of domination/resistance, modern/traditional, or secular/religious attached to the study of political socialization in postrevolutionary Iran, this dissertation contends that interactions of state and society around the topic of schooling contributes to the production of a mutually produced and shared Islamic-Iranian framework for consent and opposition to state rule. This discursive framework is but the latest manifestation of a 200-year effort in Iran to produce an indigenous modernity rooted in an "authentic" and shared national culture.
|Commitee:||Farhi, Farideh, Howard, Marc M., King, Charles|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 72/07, Dissertation Abstracts International|
|Subjects:||Educational sociology, Middle Eastern Studies, Political science|
|Keywords:||Culture, Identity, Iran, Nationalism, Postrevolutionary schooling, Schooling, State-society|
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