Literaturnachweis - Detailanzeige
| Autor/in | Mehran, Golnar |
|---|---|
| Titel | The paradox of tradition and modernity in female education in the Islamic Republic of Iran. |
| Quelle | In: Comparative education review, 47 (2003) 3, S. 269-286Infoseite zur Zeitschrift |
| Beigaben | Tabellen 3 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Erziehung; Erziehungsziel; Bildungsbeteiligung; Gesellschaft; Frau; Geschlechterrolle; Mädchenbildung; Bildungspolitik; Moderne; Islam; Frauenbildung; Tradition; Iran |
| Abstract | The educational experience of Iranian women has been marked by contradiction since the establishment of the Islamic Republic in 1979. [ This experience] is a reflection of and preparation for the general paradox confronted by Iranian women. They are asked to be traditional and modern at the same time, based on the strong belief of religio- political leaders that it is possible to be both. According to President Mohammad Khatami, the central role of the women at home "as the manager and master of the house" should not marginalize her from public life, while her presence in the social arena should not lead to the deterioriation of the family and undermining of its strength and stability. Such duality is inherent in the education provided for women in the Islamic Republic. The purpose of this article is to gain insight into the paradox of tradition and modernity in the female educational experience by seeking to understand the nature of Iranian society since the 1979 revolution and the dual role assigned to women ever since. It also aims to illustrate how the modern aspirations of Iranian women have overcome the limitations of traditional measures imposed on their education. (DIPF/Orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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