علوم تربیتی

خودمردم‌نگاری آموزشی و کنش انتقادی معلمان در برابر برنامه درسی تمرکزگرا: پراکسیسِ وفاداری به رخداد حقیقت

10.22055/edus.2025.48058.3658
دوره 32، شماره 2
دی 1404
صفحه 217-248
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسنده

امین ایزدپناه

دانشیار فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روان شناسی، دانشگاه شیراز، شیراز، ایران.

چکیده
هدف از این مقاله ارائه نوعی صورت‌بندی جدید از چگونگی مواجهه انتقادی معلمان با برنامه درسی تمرکزگرا در سطح کلاس درس، در نقش یک خودمردم‌نگار آموزشی و در قالب سوژه‌ای انتقادی است. اگرچه در مبانی نظری تحول بنیادین تعلیم‌وتربیت رسمی ج.ا. ایران، ضرورت گذر از نظام آموزشی و برنامه درسی تمرکزگرا مطرح شده اما راهکاری برای آن پیشنهاد نشده و در حد توصیه مانده است. در این مقاله از روش کاوش‌گری فلسفی-انتقادی برای نقد و ردّ برنامه درسی برآمده از نظام آموزشی تمرکزگرا و طرح جایگزینی برای آن با محوریت کنش انتقادی معلمان استفاده شده است. در گام نخست با اتکاء به آرای پائولو فریره ضرورت مواجهه انتقادی معلمان با برنامه درسی متمرکز مطرح شده است. در گام دوم ضمن مروری نظری بر خودمردم‌نگاری آموزشی سه ویژگی 1- معرفت‌شناسیِ تأملی و هم‌آمیخته،
2- آگاهیِ معطوف به تغییر و 3- روایتِ تغییر و بسط آگاهی‌بخشی به عنوان بنیادهای خودمردم‌نگاری شناسایی و معرفی شده‌اند. بدین ترتیب و با اتکا به مفهوم پراکسیس تربیتی، خودمردم‌نگاری به عنوان روشی که تسهیل‌گر مواجهه انتقادی معلمان با برنامه درسی تمرکزگرا است پیشنهاد شده است. در گام سوم برای ارائه یک صورت‌بندی نظری از چگونگی پیوند خودمردم‌نگاری آموزشی و انجام آن از سوی معلمان برای مواجهه انتقادی با برنامه درسی تمرکزگرا، از مفهوم رخداد حقیقت از آلن بدیو، فیلسوف معاصر فرانسوی، استفاده شده است. در این صورت‌بندی نظری، برنامه درسی نامتمرکز به عنوان پیامد نوعی رویه حقیقت مطرح شده است که معلم در آن نقش حیاتی دارد و ضمن وفاداری به رخدادهای کلاس درس و صدای دانش‌آموزان به سوژه‌ای انتقادی، تحول‌آفرین و رهایی‌بخش تبدیل می‌شود.

کلیدواژه‌ها

خودمردم‌نگاری آموزشی
برنامه درسی تمرکزگرا
پائولو فریره
آلن بدیو
رخداد حقیقت
پراکسیس

عنوان مقاله English

Educational Autoethnography and Teachers' Critical Action against a Centralized Curriculum: The Praxis of Fidelity to the Truth Event

نویسنده English

Amin Izadpanah
Associate professor of philosophy of education, School of education and psychology, Department of foundations of education, Shiraz University, Shiraz, Iran.
چکیده English

This article advances a new theoretical formulation of how teachers can critically confront a centralized curriculum at the classroom level by positioning themselves as educational autoethnographers and constituting themselves as critical subjects. In many educational systems, curricula are treated as fixed, prescriptive frameworks that teachers are expected to implement faithfully, thereby limiting their professional agency and interpretive judgment. In the Iranian context, although the national document of Fundamental Transformation of Formal Education calls for a transition beyond a centralized educational system and curriculum, it does not provide a clear methodological pathway for realizing such a transformation. As a result, the call for decentralization remains largely rhetorical. Using a philosophical–critical inquiry approach, this article critiques the epistemological and political foundations of centralized curricula and proposes an alternative centered on teachers’ critical praxis. In the first step, drawing on the work of Paulo Freire, the necessity of teachers’ critical engagement with centralized curricula is articulated. Freire’s concepts of dialogue, conscientization, and praxis frame education as a transformative, ethically charged practice grounded in reflection and action upon the world. From this perspective, teachers are not neutral transmitters of content but historical subjects capable of questioning and reshaping oppressive structures embedded in curricular mandates. In the second step, the article develops a theoretical account of educational autoethnography and identifies three of its constitutive foundations: (1) a reflective and entangled epistemology that situates knowledge within lived experience, (2) a change-oriented critical consciousness aimed at transformation, and (3) narrative as a mode of both self-examination and collective awareness-raising. Grounded in the concept of educational praxis, autoethnography is thus proposed as a methodological and ethical practice that enables teachers to interrogate centralized curricular norms from within their own classroom realities. Finally, drawing on Alain Badiou’s concept of the “truth event,” the article offers a theoretical articulation of how autoethnographic engagement can generate curricular transformation. A decentralized curriculum is understood as the outcome of a truth procedure emerging from classroom events. Through fidelity to these events and to students’ voices, the teacher becomes a critical, transformative, and emancipatory subject who reconfigures curricular practice from within.

کلیدواژه‌ها English

  • Educational Autoethnography
  • Centralized Curriculum
  • Paulo Freire
  • Alain Badiou
  • Truth Event
  • Praxis
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