Schooling (Hetero)Normative Practices in the Islamic Republic of Iran

Autor/inn/en	Naeimi, Mohammad; Kjaran, Jón Ingvar
Titel	Schooling (Hetero)Normative Practices in the Islamic Republic of Iran
Quelle	In: Sex Education: Sexuality, Society and Learning, 22 (2022) 3, S.243-259 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kjaran, Jón Ingvar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2021.1911797
Schlagwörter	Islam; Educational Practices; Gender Differences; Sexual Orientation; Behavior Standards; Religious Factors; Ideology; LGBTQ People; Sexual Identity; Discourse Analysis; Teaching Methods; Sexuality; Ethics; Educational Philosophy; Moral Values; Moral Development; Elementary Secondary Education; Sex Education; Beliefs + Suchen Sie Ihr Suchwort? Bildungspraxis; Geschlechterkonflikt; Sexuelle Orientierung; Ideologie; Geschlechtsidentität; Sexuelle Identität; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Sexualität; Ethik; Bildungsphilosophie; Erziehungsphilosophie; Moral value; Ethischer Wert; Moralische Entwicklung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Belief; Glaube
Abstract	Drawing on a critical discourse analysis of policy documents and textbooks, this paper contributes to the growing field of research on the role of schools and schooling with regards to the construction of gender and sexuality by focusing on school practices and educational spaces. We argue that the nation-state in the Islamic Republic of Iran is a religious biopolitical state and its official discourse in the realm of gender and sexuality relies on heteronormative as well as gender normative belief systems. School spaces are therefore constituted as strongly heteronormative, and non-heterosexuality is not recognised as a legitimate subject position. Through its everyday practices, the education system upholds the state's ideology, by which the ideal/normal student is read as being heterosexual and cisgender, adhering to Islamic/state values, and constituted on the axis of strict gender binaries. Education about sexuality-gender diversity is therefore excluded and/or silenced. This paper aims to explore school discourses and practices in terms of gender and sexuality and how schools construct and regulate sexual and gender identities, with the aim of producing the ideal Islamic/Iranian subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01