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Problematizing the State's Hegemonic Influence in the Structuring of Art Curricula in Iran
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Alireza Moradi   |
| Department of Cultural Studies, Institute for Social and Cultural Studies, Ministry of Science & - |
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Abstract: (6 Views) |
| This article examines the role of the state in the formulation and revision of art curricula within Iran's higher education system. The central problem under investigation was how curriculum planning bodies and their corresponding legal frameworks exert control and oversight. The research questions addressed the extent of state control, the restriction of diversity and innovation stemming from ideological and value-based interventions, and the impact of these policies on the needs of the curricula’s stakeholders. The objective was to critically analyze the mechanisms of state control and their consequences for curricular creativity and flexibility. The theoretical framework was constructed upon the perspectives of Michael W. Apple and Antonio Gramsci, employing the concepts of "cultural reproduction" and "hegemony." Adopting a qualitative approach, this study utilized a descriptive-analytical method. Data were gathered from primary sources (official documents, meeting minutes, periodic reports, regulations) and secondary sources (case studies and published research). These data were subsequently analyzed through the lens of critical theory to examine power relations, the dimensions of cultural reproduction, and the mechanisms of surveillance and control within the curriculum planning system. The findings indicate that the state has maintained centralized control over art curricula. In practice, the delegation of authority to universities has been fraught with challenges, such as a lack of resources, a shortage of specialists, and resistance to change. Consequently, the participation of academics has been significantly lower than that of the curriculum planning committees directed by the Ministry of Science. Ultimately, the research underscores that the art curriculum planning system, despite its long-term cultural and educational objectives, functions as an instrument for reinforcing a specific discursive identity and preserving the political order. Therefore, structural reforms aimed at increasing the participation of academics and fostering an environment of innovation are deemed essential. |
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| Keywords: Higher Education, Cultural Reproduction, Art Curriculum Planning, State Intervention, Hegemony |
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Full-Text [PDF 775 kb]
(5 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/09/30 | Accepted: 2025/10/12
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