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تحلیل فلسفی–انسانشناسانه از عدالت شناختی در روایتهای معلمان و دانشآموزان | ||
| مطالعات برنامه ریزی آموزشی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 15 شهریور 1405 اصل مقاله (1.45 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22080/eps.2026.31799.2417 | ||
| نویسندگان | ||
| حجت صفارحیدری* 1؛ قاسم حسنی2 | ||
| 1گروه آموزشی علوم تربیتی،دانشگاه مازندران، بابلسر،ایران | ||
| 2،گروه مردم شناسی، دانشگاه مازندران، ، بابلسر،ایران | ||
| تاریخ دریافت: 27 اردیبهشت 1405، تاریخ بازنگری: 10 خرداد 1405، تاریخ پذیرش: 06 تیر 1405 | ||
| چکیده | ||
| هدف: عدالت شناختی بهعنوان هسته مرکزی مدل مفهومی، به معنای توزیع عادلانه امکان فهم، بیان، مشارکت در تولید معنا و بهرسمیتشناختهشدن شیوههای متنوع دانستن در نهاد آموزش تعریف میشود پژوهش حاضر با هدف تحلیل ادراک معلمان و دانشآموزان از عدالت آموزشی در نظام آموزش و پرورش ایران با تأکید بر مفهوم «عدالت شناختی» انجام شده است.. روششناسی: این پژوهش با رویکرد کیفی و تفسیری انجام شد. دادهها از طریق مصاحبههای نیمهساختاریافته با ۳۰ دانشآموز و ۲۰ معلم مدارس دولتی ایران گردآوری و با استفاده از تحلیل موضوعی نظریهمحور کدگذاری و تحلیل شدند. یافتهها: یافتهها نشان میدهد که ادراک عدالت آموزشی در چهار سطح ساختاری، فرهنگی، کلاسی و شناختی بازنمایی میشود. معلمان عمدتاً بر محدودیتهای ساختاری و سیاستی تأکید دارند، در حالیکه دانشآموزان تجربه زیسته خود از طرد زبانی، بیاعتباری معرفتی، محدودیت کنشگری شناختی و حذف شیوههای متنوع دانستن در کلاس را برجسته میسازند. نتیجهگیری و پیشنهادات: شکاف ادراکی میان معلمان و دانشآموزان نشاندهنده ناهمترازی در تحقق عدالت شناختی در نهاد آموزش است. پیشنهاد میشود سیاستگذاران آموزشی ضمن توجه به عدالت توزیعی، برنامههای درسی حساس به زمینه فرهنگی، روشهای ارزشیابی متنوع و تربیت معلم مبتنی بر اصول عدالت شناختی را در اولویت قرار دهند. نوآوری و اصالت: نوآوری پژوهش در صورتبندی «مدل چهارسطحی عدالت آموزشی با محوریت عدالت شناختی» بهعنوان هسته پیونددهنده سایر سطوح (ساختاری، فرهنگی و کلاسی) است که فهم عدالت آموزشی را از تجربه زیسته کنشگران آموزشی بازنمایی میکند. | ||
| کلیدواژهها | ||
| عدالت شناختی؛ ادراک عدالت آموزشی؛ تجربه زیسته؛ نهاد آموزش و پرورش؛ مدل چهارسطحی عدالت؛ برنامهریزی آموزشی | ||
| عنوان مقاله [English] | ||
| Cognitive Justice in Teachers' and Students' Narratives: A Philosophical-Anthropological Analysis | ||
| نویسندگان [English] | ||
| Hojjat Saffarheidari1؛ Ghasem Hassani2 | ||
| 1, Department of Education, Faculty of Humanities and Social Sciences, The University of Mazandaran,,, Babolsar, Iran | ||
| 2Department of Antropology, Faculty of Humanities and Social Sciences, The University of Mazandaran, ,Babolsar, Iran | ||
| چکیده [English] | ||
| Aim: This study aims to analyze teachers' and students' perceptions of educational justice within Iran's education system, with an emphasis on the concept of "cognitive justice." Cognitive justice—defined as the fair distribution of opportunities for understanding, expression, participation in meaning-making, and recognition of diverse ways of knowing within educational institutions—serves as the core of the proposed conceptual model. Methodology: This qualitative interpretive study employed semi-structured interviews with 30 students and 20 teachers from public schools across Iran. Data were analyzed using theory-driven thematic coding. Results: Findings reveal that perceived educational justice operates across four interconnected levels: structural, cultural, classroom, and cognitive. Teachers primarily emphasize structural and policy constraints, while students foreground their lived experiences of linguistic marginalization, epistemic delegitimization, restricted cognitive agency, and the exclusion of diverse ways of knowing in the classroom. Conclusions and suggestions: The perceptual gap between teachers and students indicates a misalignment in the realization of cognitive justice within the educational institution. Policymakers are recommended to move beyond distributive justice by developing culturally responsive curricula, diversifying assessment methods, and implementing teacher training programs grounded in principles of cognitive justice. Innovation and originality: The study's innovation lies in formulating a four-level model of educational justice centered on cognitive justice as the integrative link across structural, cultural, and classroom levels, thereby foregrounding the lived experiences of educational actors | ||
| کلیدواژهها [English] | ||
| Cognitive justice, perception of educational justice, lived experience, education system, four-level justice model, educational planning | ||
| مراجع | ||
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