Volume 7, Issue 2 (8-2024)
Iranian Journal of Educational Sociology 2024, 7(2): 158-165 |
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Firoozeh E, Esmaeilishad B, Mirzamohammadi M H, Soleimanpouromran M. (2024). Presentation of a Poststructuralist Educational System Model Based on Rhizomatic Philosophy: A Synthesis Research Approach. Iranian Journal of Educational Sociology. 7(2), 158-165. doi:10.61838/kman.ijes.7.2.19
URL: http://iase-idje.ir/article-1-1421-en.html
URL: http://iase-idje.ir/article-1-1421-en.html
Elham Firoozeh1 
, Behrang Esmaeilishad2 , Mohammad Hasan Mirzamohammadi3 , Mahboubeh Soleimanpouromran2
, Behrang Esmaeilishad2 , Mohammad Hasan Mirzamohammadi3 , Mahboubeh Soleimanpouromran2
1- PhD Student, Department of Educational Management, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran.
2- Assistant Professor, Department of Educational Sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran.
3- Professor, Department of Educational Sciences, Faculty of Humanities, Shahed University, Tehran, Iran.
2- Assistant Professor, Department of Educational Sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran.
3- Professor, Department of Educational Sciences, Faculty of Humanities, Shahed University, Tehran, Iran.
Abstract: (635 Views)
Purpose: The present study aimed to provide a model of a poststructuralist educational system based on rhizomatic philosophy.
Methodology: This study is of a fundamental research type, and the research method was qualitative, specifically utilizing a synthesis research approach. The research environment included all published domestic articles (from 2010 to 2022) and international articles (from 2007 to 2023). Purposeful sampling was used in this study until data saturation was achieved, thus sampling continued until the necessary data for analysis were obtained (23 articles). Following the review of the selected article texts, data were obtained through a combined synthesis method based on interpretive and analytical approaches. Subsequently, concepts were categorized based on their similarities into central categories, and ultimately, core categories were identified by combining the central categories.
Findings: The findings revealed that a poststructuralist educational system based on rhizomatic philosophy includes three dimensions: reengineering planning, technological teaching, and curriculum reading.
Conclusion: Given that in rhizomatic thinking, hierarchy or other concepts that impose a structure are not possible, democratic structures should be established in determining the strategies and programs of the educational system to ensure the participation of all stakeholders and the utilization of all capabilities and resources.
Methodology: This study is of a fundamental research type, and the research method was qualitative, specifically utilizing a synthesis research approach. The research environment included all published domestic articles (from 2010 to 2022) and international articles (from 2007 to 2023). Purposeful sampling was used in this study until data saturation was achieved, thus sampling continued until the necessary data for analysis were obtained (23 articles). Following the review of the selected article texts, data were obtained through a combined synthesis method based on interpretive and analytical approaches. Subsequently, concepts were categorized based on their similarities into central categories, and ultimately, core categories were identified by combining the central categories.
Findings: The findings revealed that a poststructuralist educational system based on rhizomatic philosophy includes three dimensions: reengineering planning, technological teaching, and curriculum reading.
Conclusion: Given that in rhizomatic thinking, hierarchy or other concepts that impose a structure are not possible, democratic structures should be established in determining the strategies and programs of the educational system to ensure the participation of all stakeholders and the utilization of all capabilities and resources.
Type of Study: Research Article |
Subject:
Special
Received: 2024/02/9 | Accepted: 2024/04/22 | Published: 2024/06/2
Received: 2024/02/9 | Accepted: 2024/04/22 | Published: 2024/06/2
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