Cultural Studies
H. Taheri Kia
Abstract
The event of the epidemic of Covid-19 had a massive shock to the borders of the order of Iranian everyday life. The emergence of death and disease from the Covid-19 put Iran in an exception state. Universities and schools were shut down and people went to lockdown. Also, the event of the epidemic of ...
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The event of the epidemic of Covid-19 had a massive shock to the borders of the order of Iranian everyday life. The emergence of death and disease from the Covid-19 put Iran in an exception state. Universities and schools were shut down and people went to lockdown. Also, the event of the epidemic of Covid-19 led to other events such as quarantine and it caused economic, mental, and family crises. The crucial event of the epidemic of Covid-19 was coincident with the traditional ceremony of Iranian New Year accompanied by shopping, traveling, and visiting families. But all of them were destroyed. By shutting down the city and the necessity of not coming together, digital geography was the most important space for retrieval of relationships and people could share their emotions of fear and anxiety and they make an emotional connection. Thus, one of the most important emotions which were shared in virtual social networks included nostalgia about the time before the epidemic of Covid-19 in Iran and dreaming the coming future. Then by applying a multidisciplinary approach through digital cultural studies and visual studies, the main object of the article is to analyze how emotions of nostalgia and dreaming of Iranian people were expressed on Instagram and Facebook. Consequently, remembering the city as a lost secure home and thinking of a vague future as dreaming indicates of getting stuck in the present time of the field of the event.
S. Absalan
Abstract
This research attempts to study how the discourse of education became problematic in Iran. Apart from investigating the conflicts over such a problem, we will face a consequent question: when the educational system came to be a problem and an object of though? Such a question is the result of a different ...
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This research attempts to study how the discourse of education became problematic in Iran. Apart from investigating the conflicts over such a problem, we will face a consequent question: when the educational system came to be a problem and an object of though? Such a question is the result of a different view toward the history of Iranian education. Up to now, such a history has been impacted by traditional historiography in which the researcher focuses on the role of fundamental structures, development-driven conception, and originality of the role of specific subjects. In this article we move from that traditional approach and rely on Foucaultian historiographical approach to the appearance of the discourse of new education and its related conflicts. Findings of this research show that the break in traditional educational system is neither the result of any specific subject nor it can be explained in any metahistorical framework. The main cause was the coincidence and co-occurrence of some events in history of Iran. Such a Coincidence of events and the inability of the old discourse to explain the new conditions led to the formation a new discourse that went on to be based on new western sciences, technology and rationality instead of following the old discursive order. All these conditions made the education a problematic object in Iran and led to considerable changes and conflicts around the sciences and educational institutes.
