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<\/h2>\n\n\n\n
Hooman Razavi was born and raised in Tehran, Iran. In the early 200s, he moved to Canada and completed his studies in Science and Education. Apart from being engaged as a teacher for many years, Hooman has been heavily involved in the intellectual community and has been a member of the Agora Philosophical Board, NaMa Na Film club, WISE association and Fly-Bottle Circle for many years. Hooman\u2019s focus and interest in researching the Iranian Education system reignited after completing his M.Ed at the University of Toronto and working alongside\u00a0Iranian activists and other\u00a0community stakeholders active in diaspora\u00a0and Iran. Ever since 2019, Hooman has completed five papers concentrating\u00a0on different facets, trajectory, challenges and the road ahead for the education system in Iran. Hooman envisions a day and era in which, through robust research and collaboration, Iranian talents and collective wisdom can influence the direction of Educational change and progress back Home<\/p>\n\n\n\n
<\/h2>\n\n\n\n
Hooman Razavi est n\u00e9 et a grandi \u00e0 T\u00e9h\u00e9ran, en Iran. Au d\u00e9but des ann\u00e9es 2000, il a d\u00e9m\u00e9nag\u00e9 au Canada et a compl\u00e9t\u00e9 ses \u00e9tudes en Sciences et en \u00c9ducation. En plus d’avoir \u00e9t\u00e9 enseignant pendant de nombreuses ann\u00e9es, Hooman a \u00e9t\u00e9 fortement impliqu\u00e9 dans la communaut\u00e9 intellectuelle et a \u00e9t\u00e9 membre du Conseil Philosophique Agora, du club de cin\u00e9ma NaMa Na, de l’association WISE et du Cercle Fly-Bottle pendant de nombreuses ann\u00e9es. L’int\u00e9r\u00eat de Hooman pour la recherche sur le syst\u00e8me \u00e9ducatif iranien s’est raviv\u00e9 apr\u00e8s avoir obtenu son M.Ed \u00e0 l’Universit\u00e9 de Toronto et avoir travaill\u00e9 aux c\u00f4t\u00e9s d’activistes iraniens et d’autres parties prenantes de la communaut\u00e9 active dans la diaspora et en Iran. Depuis 2019, Hooman a r\u00e9dig\u00e9 cinq articles se concentrant sur diff\u00e9rents aspects, trajectoires, d\u00e9fis et perspectives d’avenir pour le syst\u00e8me \u00e9ducatif en Iran. Hooman envisage un jour et une \u00e8re o\u00f9, gr\u00e2ce \u00e0 des recherches solides et \u00e0 la collaboration, les talents iraniens et la sagesse collective pourront influencer la direction du changement et du progr\u00e8s \u00e9ducatif dans leur pays d’origine.<\/em><\/strong><\/p>\n\n\n\n<\/p>\n<\/div><\/div>\n\n\n\n
ABSTRACT<\/strong><\/p>\n\n\n\n\u0627\u06cc\u0646 \u0645\u0642\u0627\u0644\u0647 \u0628\u0647 \u0628\u0631\u0631\u0633\u06cc \u062a\u06a9\u0627\u0645\u0644 \u0633\u06cc\u0633\u062a\u0645 \u0622\u0645\u0648\u0632\u0634\u06cc \u0627\u06cc\u0631\u0627\u0646 \u067e\u0633 \u0627\u0632 \u0633\u0627\u0644 \u06f1\u06f3\u06f5\u06f7 \u0645\u06cc\u200c\u067e\u0631\u062f\u0627\u0632\u062f \u0648 \u0646\u0634\u0627\u0646 \u0645\u06cc\u200c\u062f\u0647\u062f \u06a9\u0647 \u0686\u06af\u0648\u0646\u0647 \u0633\u06cc\u0627\u0633\u062a\u200c\u0647\u0627\u06cc \u062f\u0648\u0644\u062a\u06cc \u0645\u0646\u062c\u0631 \u0628\u0647 \u06a9\u0646\u062a\u0631\u0644 \u0627\u06cc\u062f\u0626\u0648\u0644\u0648\u0698\u06cc\u06a9\u060c \u0646\u0627\u0628\u0631\u0627\u0628\u0631\u06cc\u200c\u0647\u0627 \u0648 \u062a\u0628\u0639\u06cc\u0636 \u0633\u06cc\u0633\u062a\u0645\u0627\u062a\u06cc\u06a9 \u0634\u062f\u0647 \u0627\u0633\u062a. \u0627\u06cc\u0646 \u0645\u0637\u0627\u0644\u0639\u0647 \u062a\u0623\u062b\u06cc\u0631\u0627\u062a \u062a\u0627\u0631\u06cc\u062e\u06cc\u060c \u062a\u063a\u06cc\u06cc\u0631 \u0627\u0632 \u0646\u0648\u0633\u0627\u0632\u06cc \u062f\u0631 \u0632\u0645\u0627\u0646 \u0634\u0627\u0647 \u0628\u0647 \u0627\u0633\u0644\u0627\u0645\u06cc\u200c\u0633\u0627\u0632\u06cc \u067e\u0633 \u0627\u0632 \u0627\u0646\u0642\u0644\u0627\u0628 \u0648 \u067e\u0627\u0633\u062e\u200c\u0647\u0627\u06cc \u062f\u0627\u0646\u0634\u062c\u0648\u06cc\u0627\u0646\u060c \u0645\u0639\u0644\u0645\u0627\u0646 \u0648 \u0631\u0648\u0634\u0646\u0641\u06a9\u0631\u0627\u0646 \u0628\u0647 \u0633\u06cc\u0627\u0633\u062a\u200c\u0647\u0627\u06cc \u0645\u062d\u062f\u0648\u062f\u06a9\u0646\u0646\u062f\u0647 \u0631\u0627 \u0628\u0631\u0631\u0633\u06cc \u0645\u06cc\u200c\u06a9\u0646\u062f. \u0627\u06cc\u0646 \u0645\u0642\u0627\u0644\u0647 \u0628\u0627 \u0627\u0633\u062a\u0641\u0627\u062f\u0647 \u0627\u0632 \u0646\u0638\u0631\u06cc\u0647\u200c\u0647\u0627\u06cc \u0636\u062f \u0638\u0644\u0645 \u0648 \u0645\u062e\u0627\u0644\u0641\u062a\u060c \u0627\u0634\u06a9\u0627\u0644 \u0645\u062e\u062a\u0644\u0641 \u0645\u0642\u0627\u0648\u0645\u062a\u060c \u0627\u0632 \u062c\u0645\u0644\u0647 \u0627\u0639\u062a\u0631\u0627\u0636\u0627\u062a \u0645\u0633\u0627\u0644\u0645\u062a\u200c\u0622\u0645\u06cc\u0632\u060c \u0641\u0639\u0627\u0644\u06cc\u062a \u0622\u0646\u0644\u0627\u06cc\u0646\u060c \u0622\u0645\u0648\u0632\u0634 \u0632\u06cc\u0631\u0632\u0645\u06cc\u0646\u06cc \u0648 \u0646\u0627\u0641\u0631\u0645\u0627\u0646\u06cc \u0646\u0645\u0627\u062f\u06cc\u0646 \u0631\u0627 \u062f\u0633\u062a\u0647\u200c\u0628\u0646\u062f\u06cc \u0645\u06cc\u200c\u06a9\u0646\u062f. \u0627\u0633\u062a\u062f\u0644\u0627\u0644 \u0645\u06cc\u200c\u0634\u0648\u062f \u06a9\u0647 \u0639\u0644\u06cc\u200c\u0631\u063a\u0645 \u062a\u0634\u062f\u06cc\u062f \u06a9\u0646\u062a\u0631\u0644 \u062f\u0648\u0644\u062a\u060c \u0645\u062e\u0627\u0644\u0641\u062a \u0628\u0647 \u0627\u0634\u06a9\u0627\u0644 \u0645\u062e\u062a\u0644\u0641\u060c \u0646\u0627\u0634\u06cc \u0627\u0632 \u062a\u063a\u06cc\u06cc\u0631 \u0646\u06af\u0631\u0634\u200c\u0647\u0627\u06cc \u062c\u0627\u0645\u0639\u0647 \u0648 \u067e\u06cc\u0634\u0631\u0641\u062a\u200c\u0647\u0627\u06cc \u062a\u06a9\u0646\u0648\u0644\u0648\u0698\u06cc\u06a9\u06cc\u060c \u0647\u0645\u0686\u0646\u0627\u0646 \u0627\u062f\u0627\u0645\u0647 \u062f\u0627\u0634\u062a\u0647 \u0627\u0633\u062a. \u0627\u06cc\u0646 \u0645\u0637\u0627\u0644\u0639\u0647 \u0646\u062a\u06cc\u062c\u0647 \u0645\u06cc\u200c\u06af\u06cc\u0631\u062f \u06a9\u0647 \u0633\u06cc\u0633\u062a\u0645 \u0622\u0645\u0648\u0632\u0634\u06cc \u0627\u06cc\u0631\u0627\u0646 \u0647\u0645\u0686\u0646\u0627\u0646 \u0645\u06cc\u062f\u0627\u0646 \u0646\u0628\u0631\u062f\u06cc \u0628\u06cc\u0646 \u0627\u06cc\u062f\u0626\u0648\u0644\u0648\u0698\u06cc \u062a\u062d\u0645\u06cc\u0644 \u0634\u062f\u0647 \u062a\u0648\u0633\u0637 \u062f\u0648\u0644\u062a \u0648 \u062e\u0648\u0627\u0633\u062a\u0647\u200c\u0647\u0627\u06cc \u0641\u0631\u0627\u06af\u06cc\u0631\u06cc \u0627\u0633\u062a \u0648 \u0627\u062d\u062a\u0645\u0627\u0644\u0627\u064b \u0645\u062e\u0627\u0644\u0641\u062a \u062f\u0631 \u067e\u0627\u0633\u062e \u0628\u0647 \u0633\u06cc\u0627\u0633\u062a\u200c\u0647\u0627\u06cc \u062f\u0648\u0644\u062a\u06cc \u0628\u0647 \u062a\u06a9\u0627\u0645\u0644 \u062e\u0648\u062f \u0627\u062f\u0627\u0645\u0647 \u062e\u0648\u0627\u0647\u062f \u062f\u0627\u062f.<\/p>\n\n\n\n
<\/h2>\n\n\n\n
“This paper explores the evolution of Iran\u2019s education system post-1979, highlighting how government policies have led to ideological control, inequities, and systemic discrimination. The study examines historical influences, the shift from modernization under the Shah to Islamification after the revolution, and the responses of students, teachers, and intellectuals to restrictive policies. Using anti-oppressive and dissent theories, the paper categorizes various forms of resistance, including peaceful protests, online activism, underground education, and symbolic defiance. It argues that despite the government\u2019s tightening control, dissent has persisted in various forms, driven by changing societal attitudes and technological advancements. The study concludes that Iran\u2019s education system remains a battleground between state-imposed ideology and demands for inclusivity, with dissent likely to continue evolving in response to state policies.”<\/p>\n\n\n\n
<\/h2>\n\n\n\n
“Cet article explore l’\u00e9volution du syst\u00e8me \u00e9ducatif iranien post-1979, mettant en lumi\u00e8re comment les politiques gouvernementales ont conduit \u00e0 un contr\u00f4le id\u00e9ologique, \u00e0 des in\u00e9galit\u00e9s et \u00e0 une discrimination syst\u00e9mique. L’\u00e9tude examine les influences historiques, le passage de la modernisation sous le Shah \u00e0 l’islamisation apr\u00e8s la r\u00e9volution, ainsi que les r\u00e9ponses des \u00e9tudiants, enseignants et intellectuels aux politiques restrictives. En utilisant les th\u00e9ories anti-oppressives et de dissidence, l’article cat\u00e9gorise diverses formes de r\u00e9sistance, y compris les manifestations pacifiques, l’activisme en ligne, l’\u00e9ducation clandestine et la d\u00e9fiance symbolique. Il soutient que malgr\u00e9 le renforcement du contr\u00f4le gouvernemental, la dissidence a persist\u00e9 sous diverses formes, aliment\u00e9e par l’\u00e9volution des attitudes soci\u00e9tales et les avanc\u00e9es technologiques. L’\u00e9tude conclut que le syst\u00e8me \u00e9ducatif iranien reste un champ de bataille entre l’id\u00e9ologie impos\u00e9e par l’\u00c9tat et les demandes d’inclusivit\u00e9, la dissidence \u00e9tant susceptible de continuer \u00e0 \u00e9voluer en r\u00e9ponse aux politiques \u00e9tatiques.”<\/em><\/strong><\/p>\n\n\n\n<\/p>\n","protected":false},"excerpt":{"rendered":"
\u0647\u0648\u0645\u0646 \u0631\u0636\u0648\u06cc BIOGRAPHY (EN) BIOGRAPHY (FR) ABSTARCT (FA) ABSTRACT (EN) ABSTRACT (FR) \u0647\u0648\u0645\u0646 \u0631\u0636\u0648\u06cc \u062f\u0631 \u062a\u0647\u0631\u0627\u0646\u060c \u0627\u06cc\u0631\u0627\u0646 \u0645\u062a\u0648\u0644\u062f \u0648 \u0628\u0632\u0631\u06af \u0634\u062f. \u062f\u0631 \u0627\u0648\u0627\u06cc\u0644 \u062f\u0647\u0647 \u06f2\u06f0\u06f0\u06f0\u060c \u0628\u0647 \u06a9\u0627\u0646\u0627\u062f\u0627 \u0645\u0647\u0627\u062c\u0631\u062a \u06a9\u0631\u062f \u0648 \u062a\u062d\u0635\u06cc\u0644\u0627\u062a \u062e\u0648\u062f \u0631\u0627 \u062f\u0631 \u0631\u0634\u062a\u0647\u200c\u0647\u0627\u06cc \u0639\u0644\u0648\u0645 \u0648 \u0622\u0645\u0648\u0632\u0634 \u0628\u0647 \u067e\u0627\u06cc\u0627\u0646 \u0631\u0633\u0627\u0646\u062f. \u0639\u0644\u0627\u0648\u0647 \u0628\u0631 \u0633\u0627\u0644\u200c\u0647\u0627 \u0641\u0639\u0627\u0644\u06cc\u062a \u0628\u0647 \u0639\u0646\u0648\u0627\u0646 \u0645\u0639\u0644\u0645\u060c \u0647\u0648\u0645\u0646 \u0628\u0647 \u0634\u062f\u062a \u062f\u0631 \u062c\u0627\u0645\u0639\u0647 \u0641\u06a9\u0631\u06cc \u0645\u0634\u0627\u0631\u06a9\u062a […]<\/p>\n","protected":false},"author":2,"featured_media":3674,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[102],"tags":[],"class_list":["post-3672","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-102"],"_links":{"self":[{"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/posts\/3672","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/comments?post=3672"}],"version-history":[{"count":4,"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/posts\/3672\/revisions"}],"predecessor-version":[{"id":3677,"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/posts\/3672\/revisions\/3677"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/media\/3674"}],"wp:attachment":[{"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/media?parent=3672"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/categories?post=3672"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/aciiran.com\/farsi\/wp-json\/wp\/v2\/tags?post=3672"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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