Clusters of Violence; A New Ranking of Iran’s Top Universities in Symbolic Violence Reproduction as A Mean of Status Quo Preservation

Document Type : علمی وپزوهشی

Authors

1 . Corresponding Author, MA. Sociology, University of Tehran

2 Department of Planning in Higher Education, IRPHE, Ministry of Science, Research & Technology

10.22059/jsr.2023.91907

Abstract

Intro: Based on Bourdieusian definition of symbolic violence, the research aims to introduce an index of symbolic violence, capable of quantification and numerical analysis, to give a comprehensive and comparative insight to the social reproduction and the degree each social institution—here specifically the universities— tend to do such a reproduction.
Thus, the research targets to give a ranking of Iran’s top universities in accordance to their symbolic violence index.
En route to this target, researchers in response to the current socio/political situation and conditions of Iran, established the theoretical framework in the foundation of the “stats-quo” and its philosophical and sociological development of the status-quo in Foucauldian, Derridean & Bourdieusian perspectives. It’s only then become clear the relation between the status-quo, the power relations and the educational system as the reproduction platform of the status-quo.
With such a philosophical/theoretical inquiry, the problematique of the research is reformulated into assessing Universities share in maintenance of the status-quo through the medium of “symbolic violence” in education.
In accordance to such quest of introducing most symbolically violent university ranking, … criteria extracted from the Bourdieu’s Reproduction (1990), surveyed in Iran’s top universities. Based on MCA analysis of the data and the theory of distinction from Bourdieu, most distinguished criteria have been chosen and implied for a cluster analysis. In the procedure of the cluster analysis, categorial independent variable of the correspondent’s university name has been fixed in order to observe which university has the most dense distribution of other dependent or independent criteria of symbolic violence. That being said, the analysis is a combination of multi correspondence analysis and a clustering analysis based on Xi-2 distribution of the target sample responds to the questionnaire of symbolic violence criteria. Eventually, the symbolic violence criteria is defined by the vector addition of distributed respondents as a characteristic of how dense the whole distribution is over the symbolic violence criteria for each university.
Objectives
: With the above in mind, the research has been designed to meet the following milestones in the journey to the final ranking of the universities degree of symbolic violence and their share of status-quo maintenance:

Clarification of Iran’s undesirable status-quo

2.Definition of the status-quo
3.The relationship between the status-quo and the educational system social reproduction through the symbolic violence
4.extraction of objective symbolic violence criteria in respect to Iran’s higher educational system
5.Recognition of the most critical symbolic violence criteria
6.Ranking Iran’s top universities based on their symbolic violence criteria
Findings & Conclusion: Findings indicate that in spite of the collectively high level of the total symbolic violence reproduced in Iran’s top universities; Iran’s most violent universities in respect to the symbolic violence notion, are those of STEM colleges in which they have receive the most application for and have the best reputation in the society. Humanities and Art schools come last in such ranking. Which means the status-quo establishment is dependent to the STEM knowledge-based cultural and social reproduction which is being reproduced mainly at technic universities and Med-schools of Iran.

Keywords

References

میرزا خانلری، زهرا (1396). بررسی رابطه تیپ های شخصیتی و ویژگی های جمعیت شناختی با عملکرد علمی داوطلبان کنکور 96. پایان‌نامه کارشناسی ارشد. دانشکده علوم انسانی. دانشگاه تربیت دبیر شهید رجایی
برومند، تهمتن ( 1400). بررسی کژ‌کارد‌کرد‌های کنکور سراسری (باز‌خوانی مستندات موجود). گزارش تخصصی هیئت علمی. موسسه‌ی پژوهش و برنامه‌ریزی آموزش عالی کشور. وزارت علوم، تحقیقات و فناوری. جمهوری اسلامی ایران
برومند، تهمتن (1398). بررسی روش‌شناسی بوردیو با مطالعه تطبیقی کنکور. پایان‌نامه کارشناسی ارشد. علوم اجتماعی. دانشکده علوم اجتماعی. دانشگاه تهران
رفیعی بلداجی, زهره, قاسمی, وحید, فراستخواه, مقصود, هاشمیان فر, سیدعلی. (1399). تحلیل نقش میانجی‌گری قشربندی آموزش عالی در بازتولید نابرابری‌‎های اجتماعی در بازار کار. جامعه شناسی کاربردی, 31(4), 1-22. doi: 10.22108/jas.2020.120755.1849
توکلی جاغرق، رضا ( 1397). بررسی تاثیر آموزش‌های خارج از مدرسه بر روی نتایج کنکور سراسری. پایان‌نامه کارشناسی ارشد. دانشکده مدیریت و اقتصاد. دانشگاه صنعتی شریف
خسروی، لیلا (1396). رابطه بین خوش‌بینی و بدبینی و راهبردهای کنار آمدن سازگاری روانشناختی در دواطلبان کنکور سراسری شهرستان گچساران سال 1396. پایان‌نامه کارشناسی ارشد. دانشکده ادبیات و علوم انسانی. دانشگاه آزاد واحد گچساران
خنوه، نوید (1397). تاثیر نوع مدرسه بر عملکرد دانش‌آموزان در کنکور سراسری و امتحانات نهایی. پایان‌نامه کارشناسی ارشد. دانشکده مدیریت و اقتصاد. دانشگاه تهران
فراستخواه، مقصود (1397). ، دانشگاه و آموزش عالی: منظرهای جهانی و مسئله‌های ایرانی تهران: نشر نی
فراستخواه، مقصود (1396). ، گاه‌ و بیگاهی دانشگاه در ایران؛ مباحثی نو و انتقادی در باب دانشگاه پژوهی، مطالعات علم و آموزش عالینی تهران: نشر آگاه
فراستخواه، مقصود (1388). ، سرگذشت و سوانح دانشگاه در ایران: بررسی تاریخی آموزش عالی و تحولات اقتصادی، اجتماعی، سیاسی و فرهنگی مؤثر بر آن تهران: رسا
فراستخواه، مقصود (1387). بررسی وضع موجود و مطلوب ارزیابی نظام علمی در ایران با تاکید بر بخش آموزش عالی، فصلنامه سیاست علم و فناوری، ۱(۲)، ۴۳-۵۸.
فراستخواه، مقصود (1386). ، صنعت-بازار دانش؛ بررسی لوازم و ابعاد فرهنگی صنعت-بازار دانش. تهران: پژوهشگاه فرهنگ، هنر و ارتباطات
فراستخواه، م. (1387). بررسی چگونگی ارتقای کمی و کیفی دسترسی به آموزش عالی در ایران. آموزش عالی ایران, 1(2), 95-122. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=81054
فراستخواه و بازرگان، (1396).، نظارت و ارزشیابی در آموزش عالی، تهران: انتشارات سمت
کاظمی، عباس (1395). ، امر روزمره در جامعه پسا انقلابی، تهران: فرهنگ جاوید
Rafiee, Z., Ghasemi, V., Farasatkhah, M., & Hashemianfar, A. (2020). An Analysis of the Mediating Role of Higher Education Stratification on the Reproduction of Social Inequality in the Labor Market. Journal of Applied Sociology, 31(4), 1-22. doi: 10.22108/jas.2020.120755.1849 (in Persian)
 FARASATKHAH, M.. (2008). A STUDY OF CONDITIONS FOR QUALITATIVE AND QUANTITATIVE PROMOTION OF ACCESSIBILITY TO HIGHER EDUCATION IN IRAN. IRANIAN OF HIGHER EDUCATION, 1(2), 95-122. SID. https://sid.ir/paper/135852/en (in Persian)
Farasatkhah, M. (2008). A Study of the Existing and the Desired State of the “Scientific Evaluation System” in Iran;Emphasizing the Higher Education Sector. Journal of Science and Technology Policy, 1(2), 43-58. (in Persian)
Boroumand, T. (1398). A Critique on Bourdieusian Methodology With A Comparative Study of Iran’s Concours (thesis). University of Tehrab, Tehran. (in Persian)
Boroumand, T. (1400). A Pathological Review and Research on Iran’s Konkoor. https://irphe.ac.ir/. Retrieved 1400. (in Persian)
Farasatkhah, M. (1386). Market-Industry of knowledge . RICAC. (in Persian)
Farasatkhah, M. (1388). The adventure of university in Iran. Rasaa. (in Persian)
Farasatkhah, M. (1396). Every now and then of the University in Iran. Agaah. (in Persian)
Farasatkhah, M. (1397). University and Higher education: Global perspective and Iranian problematics. Ney. (in Persian)
Kazemi, A. (1395). Every day life in a post revolutionary society. Farhaang-e-Javid. (in Persian)
Khonveh, N. (1397). Matching the relation of special schools, Concours Rank & High School Diploma Ranking (thesis). Sharif University of Technology, Tehran. (in Persian)
Khosravi, L. (1396). The relation between optimism and pessimism and the cooping mechanism in Iran's Konkoor attendees in Gachsaran (thesis). (in Persian)
Maghsoud, F., & Bazargan, A. (1396). Monitoring and evaluation of higher educational system. Samt. (in Persian)
Mir-Khanlari, Z. (1396). The relation between personal characteristics & their demographic properties, and the perfomance in Concours examination of Iran's national universities entrance exam participants (96) (thesis). Shahid Rajaie University, Karaj. (in Persian)
Tavakoli, R. (1397). Analysis of Influence rate of after-school tutoring on educational performance in Iran's National Universities Entrance Exam (thesis). Sharif University of Technology, Tehran. (in Persian)
Anderson, A. (2013). Teach for America and symbolic violence: A Bourdieuian Analysis of Education’s next quick-fix. The Urban Review, 45(5), 684–700. https://doi.org/10.1007/s11256-013-0241-x
Atkinson, W. (2011). From sociological fictions to social fictions: Some bourdieusian reflections on the concepts of ‘institutional habitus’ and ‘family habitus.’ British Journal of Sociology of Education, 32(3), 331–347. https://doi.org/10.1080/01425692.2011.559337
Blasius, J., & Greenacre, M. J. (2006). Multiple correspondence analysis and related methods. Chapman & Hall.
Bourdieu, P. (1986). The forms of capital. Readings in Economic Sociology, 280–291. https://doi.org/10.1002/9780470755679.ch15
Bourdieu, P., & Nice, R. (1984). Distinction: Social critique of the judgement of taste. London: Routledge & Kegan Paul.
Bourdieu, P., & Passeron, J. (1977). Reproduction. London u.a.: 1990.
Bourdieu, P. (1994). In other words: Essays towards a reflexive sociology. Cambridge, UK: Polity Press.
Bourdieu, P., & Wacquant, L. J. (1992). An invitation to reflexive sociology. Oxford: Polity.
Bourdieu, P., & D. Wacquant Loïc J. (1990). An invitation to reflexive sociology. Polity Press.
Brito, L. M., Castro, A. B., Bezerra, J. S., Silva, P. M., & Silva, A. W. (2020). Michel Foucault: Analysis of Power Relations in entrepreneurial and innovative initiatives in Brazil. Athenea Digital. Revista De Pensamiento e Investigación Social, 20(1), 2478. https://doi.org/10.5565/rev/athenea.2478
Buchanan, J. M. (2004). The status of the status quo. Constitutional Political Economy, 15(2), 133–144. https://doi.org/10.1023/b:cope.0000029639.96250.45
Burke, C. T. (2011). The biographical illumination: A Bourdieusian analysis of the role of theory in educational research. Sociological Research Online, 16(2), 1–9. https://doi.org/10.5153/sro.2325
Burik, S. (2009). Opening philosophy to the world: Derrida and education in philosophy. Educational Theory, 59(3), 297–312. https://doi.org/10.1111/j.1741-5446.2009.00320.x
DeLeon, A. P. (2008). Are we simulating the status quo? ideology and social studies simulations. Theory & Research in Social Education, 36(3), 256–277. https://doi.org/10.1080/00933104.2008.10473375
Derrida, J. (1986). Glas. Denoël/Gonthier.
Derrida, J. (2004). Eyes of the university: Right to philosophy 2. Stanford University Press.
DIGIORGIO, C. (2010). Capital, Power, and Habitus: How Does Bourdieu Speak to the Tenure Process in Universities? The Journal of Educational Thought (JET) / Revue de La Pensée Éducative, 44(1), 27–40. http://www.jstor.org/stable/23767055
Dirk, W. P., & Gelderblom, D. (2016). Higher education policy change and the hysteresis effect: Bourdieusian Analysis of transformation at the site of a post-apartheid University. Higher Education, 74(2), 341–355. https://doi.org/10.1007/s10734-016-0051-7
Drake, G. W. F. (n.d.). Thermodynamics. Encyclopædia Britannica. Retrieved October 1, 2021, from https://www.britannica.com/science/thermodynamics.
Fries, C. J. (2009). Bourdieu’s Reflexive Sociology as a Theoretical Basis for Mixed Methods Research. Journal of Mixed Methods Research, 3(4), 326–348. doi: 10.1177/1558689809336660
Green, E. 2013. “Research in the New Christian Academies: Perspectives from Bourdieu.” In Social Theory and Education Research Understanding Foucault, Habermas, Bourdieu and Derrida, edited by Mark Murphy, 138–152. London, New York: Routledge.
Grenfell, M. (2019). Bourdieu and Education. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.259
Grenfell, M., & Lebaron, F. (2013). Bourdieu and data analysis: Methodological    principles and practice. Bern, Switzerland: Peter Lang AG.
Grenfell, M., & Lebaron Frédéric. (2014). Bourdieu and data analysis: Methodological Principles and practice. Peter Lang AG.
Hanushek, E., & Wößmann, L. (2010). Education and Economic Growth. International Encyclopedia of Education, 245-252. doi:10.1016/b978-0-08-044894-7.01227-
Havel, V. (1991). The power of the powerless (routledge revivals). https://doi.org/10.4324/9780203857229
Hegel, G. W. F., Miller, A. V., & Findlay, J. N. (1997). Phenomenology of spirit. Oxford University Press.
Heroux, E., Foucault, M., Faubion, J. D., & Hurley, R. (2001). Power. volume 3 of essential works of foucault: 1954 - 1984. SubStance, 30(3), 143. https://doi.org/10.2307/3685769
James, P. (2006). Globalism, nationalism, tribalism: bringing theory back in.    London: Sage.
Jost, J. T., Banaji, M. R., & Nosek, B. A. (2004). A decade of system justification theory: Accumulated evidence of conscious and unconscious bolstering of the status quo. Political Psychology, 25(6), 881–919. https://doi.org/10.1111/j.1467-9221.2004.00402.x
Jost, J. T., Ledgerwood, A., & Hardin, C. D. (2007). Shared reality, system justification, and the relational basis of ideological beliefs. Social and Personality Psychology Compass, 2(1), 171–186. https://doi.org/10.1111/j.1751-9004.2007.00056.x
Lillis, K. M., Psacharopoulos, G., & Woodhall, M. (1985). Education for Development: Analysis of Investment Choices. European Journal of Education, 23(1/2), 175. doi:10.2307/1502975
Klein, M. (1996). Foucauldian notions of governmentality: Its influence on active involvement and collaboration in Constructivist practice and action research in Pre‐Service teacher education. Educational Action Research, 4(3), 375–388. https://doi.org/10.1080/0965079960040307
Korobkin, R. (1998). The status quo bias and contract law. PsycEXTRA Dataset.
https://doi.org/10.1037/e683302011-044
Left (in) time: Hegel, Benjamin, and Derrida facing the status quo. (2014). Jewish Thought, Utopia, and Revolution, 173–186. https://doi.org/10.1163/9789401210782_014
Lingard, B. (2013). Thinking about theory in educational research: Fieldwork in philosophy. Educational Philosophy and Theory, 47(2), 173–191. https://doi.org/10.1080/00131857.2013.793928
Martin, N. D. (2010). Social class and Elite University Education: A bourdieusian analysis (thesis).
Murphy, M. (2013). Social Theory and Education Research. SAGE.
NOVITZ, D. A. V. I. D. (1985). Metaphor, Derrida, and Davidson. The Journal of Aesthetics and Art Criticism, 44(2), 101–114. https://doi.org/10.1111/1540_6245.jaac44.2.0101
Ozturk, I. (2001). The Role of Education in Economic Development: A Theoretical Perspective. SSRN Electronic Journal. doi:10.2139/ssrn.1137541
Prilleltensky, I. (1989). Psychology and the status quo (thesis). National Library of Canada, Ottawa.
Sokoloff, W. W. (2005). Between Justice and legality: Derrida on decision. Political Research Quarterly, 58(2), 341. https://doi.org/10.2307/3595634
THOMSON, P. A. T. (2017). Educational leadership and Pierre Bourdieu. ROUTLEDGE.
Tomlinson, M., O’Reilly, D., & Wallace, M. (2013). Developing leaders as symbolic violence: Reproducing public service leadership through the (misrecognized) development of Leaders’ Capitals. Management Learning, 44(1), 81–97. https://doi.org/10.1177/1350507612472151
VAARA, E. E. R. O., & FAŸ, E. R. I. C. (2011). How can A bourdieusian perspective aid analysis of MBA education? Academy of Management Learning & Education, 10(1), 27–39.
https://doi.org/10.5465/amle.2011.59513271
van der Toorn, J., & Jost, J. T. (2014). Twenty Years of system justification theory: Introduction to the special issue on “ideology and system justification processes.” Group Processes & Intergroup Relations, 17(4), 413–419. https://doi.org/10.1177/1368430214531509
Sociological Review
Volume 29, Issue 2
March 2023
Pages 163-200

Files

Share

How to cite

Statistics