A "Participatory School" in Iran: A Bottom-Up Learning Approach in a Top-Down Education System

Autor/inn/en	Manouchehri, Bahar; Burns, Edgar A.
Titel	A "Participatory School" in Iran: A Bottom-Up Learning Approach in a Top-Down Education System
Quelle	In: Education and Urban Society, 55 (2023) 3, S.263-288 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211048434
Schlagwörter	Foreign Countries; Student Rights; Participative Decision Making; Elementary Secondary Education; Student Participation; Student Centered Learning; Democratic Values; Educational History; Religion; Politics of Education; Conventional Instruction; Educational Practices; Traditional Schools; Educational Philosophy; Educational Change; Family Involvement; Iran + Suchen Sie Ihr Suchwort? Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; History of education; Bildungsgeschichte; Educational policy; Bildungspolitik; Bildungspraxis; Traditioneller Unterricht; Bildungsphilosophie; Erziehungsphilosophie; Bildungsreform
Abstract	This article discusses how a bottom-up approach to learning can be positioned within a top-down educational structure. For the first time, Iran's educational system has witnessed a shift from a one-dimensional teacher-centered approach to the triangular student-facilitator-parent approach. While the majority of children's participative activities in Iran have pedagogical functions, the participatory type of school was established to prioritize the voice of students. Through an analysis of interviews in a study of participatory schooling in Iran, this research identified several similarities and contradictions in terms of children's inclusion between the theoretical framework and philosophy of democratic and child-centered school with the conventional Iranian one. The contribution of this article is to highlight how the socio-political features of the context can influence the structure and approach to education and effectiveness of inclusion. This approach to learning can be significant in societies where child integration has not yet found its meaningful position in schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01