Document Type : Research Paper
Authors
1
Ph.D Student in Curriculum Planning, Department of Educational Sciences, Faculty Of Education And Psychology, University of Isfahan, Isfahan, Iran (Corresponding Author).
2
Associate Professor, Department of Educational Sciences, Faculty Of Education And Psychology, University of Isfahan, Isfahan, Iran.
3
Ph.D Student in Curriculum Planning, Department of Educational Sciences, Faculty Of Education And Psychology, University of Isfahan, Isfahan, Iran.
Abstract
The aim of this study is critical discourse analysis of the televised debate of the candidates for the 14th presidential election in Iran on education. The research method is qualitative and discourse analysis. Among the televised debates of the candidates for the 14th presidential election in Iran, the second debate, broadcast on June 20, 2024, on the IRIB TV’s channel 1, was selected. The Van Dijk approach was used to analyze the data. This debate was examined at three levels of style, meaning, and argumentation, and finally, the basic propositions of the debate’s transcription were extracted. Also, the views of academic professors and experts were used to validate the research. Data analysis shows that the main propositions of Masoud Pezeshkian are “educational injustice”, “instability in management”, and “importance of skills training”; the main propositions of Saeed Jalili are “establishing educational justice”, “identifying students’ talent”, and “the need for a role model in education”; Alireza Zakani's main propositions were "creativity development", "skill training", and "educating social capabilities"; Mohammad Bagher Ghalibaf's main propositions were "instability in management", "decentralization in education", and "emphasis on elites", Amir Hossein Ghazizadeh Hashemi's main propositions were "establishing educational justice", "reducing education and training time", and "the need for serious changes in the education system"; and Mostafa Pourmohammadi's main propositions were "decentralization", "changing of the education system", and "budget". The main propositions focused on general issues, and issues such as teacher training and recruitment, curricula, space and equipment and technology, research and evaluation were not mentioned in the debate. The field of Education, as the most important educational institution in the country, requires a broader and more comprehensive perspective. Given the importance of education issues in the country, it was necessary to devote more time to this issue.
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