نوع مقاله : مقاله پژوهشی

نویسنده

گروه جامعه‌شناسی، دانشکدۀ اقتصاد، مدیریت و علوم اجتماعی، دانشگاه شیراز، شیراز، ایران.

چکیده

هدف پژوهش حاضر، درک پدیدارشناسانه از زیست‌جهان دختران مرزنشین از مواجهه با وضعیت فارغ‌التحصیلی است. برای این منظور، تجربیات دختران فارغ‌التحصیل مناطق مرزی مطالعه شد تا تعین چندگانۀ موقعیت فرودست مرزنشینی، جنسیتی و آموزشی آن‌ها تحلیل شود. برای تحقق این امر، به تجربۀ زیستۀ دختران فارغ‌التحصیل دانشگاه‌های دولتی در چهار بعد بدن زیسته، زمان زیسته، فضای زیسته و روابط انسانی زیسته پرداخته شد. از رویکرد هرمنوتیک و روش‌شناسی ماکس وان‌مانن برای تفسیر و تحلیل تجربیات سی نفر در رشته‌های مختلف دانشگاه‌های دولتی مناطق روستایی و شهری مرزی شهرستان‌های مریوان، سروآباد و بانه استفاده شد. نتایج نشان داد درک مصاحبه‌شوندگان از بدنشان، حکایت از بدن فرسودۀ درحال‌تحلیل دارد که ورود به آموزش عالی و موقعیت مرزنشینی را مسبب آن می‌دانند. دختران زمان را به‌صورت استرس و همراه با رنج اجتماعی زیست می‌کنند و فضای مرز برای آن‌ها بعد از فارغ‌التحصیلی، به‌صورت فضای ناامن و بی‌ثباتی درک می‌شود که نشان از تجربۀ وضعیت استثنایی موقعیت آن‌ها در مرز است. آن‌ها همچنین روابط انسانی را متناقض تفسیر می‌کنند که حاکی از گسست از روابط قبل و بعد از فارغ‌التحصیلی‌شان دارد؛ روابطی که ناپایدار و به‌صورت انقطاعی تجربه می‌شود؛ بنابراین آن‌ها اگرچه نتوانسته‌اند با فارغ‌التحصیلی، موقعیت خود را تغییر دهند، درک عمیقی از آن را پیدا کرده‌اند که بیانگر نقد جدی به نقش آموزش عالی در تغییر زنان در مناطق مرزی است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

A phenomenological understanding of the life-world of border girls facing the graduation situation

نویسنده [English]

  • Osman Hedayat

Department of Sociology, Faculty of Economics, Management and Social Sciences, Shiraz University, Shiraz, Iran.

چکیده [English]

The current research aims to phenomenologically understand how the girls living in border lines face life after graduation. It uses girls' experiences as a basis for the situation analysis of graduates in border regions to analyze the multiple determinants of their marginal, gender, and educational status. Becuse of their inferior status, which can be due to gender discrimination, or/and their being border residents, or/and being an ethnic and religious minority, they have considered graduation as the only way out of the multiple intersections of inequality they face in life. The current research has discussed this subject with the graduating border-living girls to discover whether higher education has led them to improve their status. Therefore, the lived experience of female graduates of public universities has been studied in four dimensions: lived body, lived time, lived space, and lived human relationships after graduation. It  attempts to restore the voice and position of girls as subordinates in graduation status in a borderline, gender, and educational situation. For this, Max Van Manen's hermeneutic and methodological approach has been applied to interpret and analyze the experiences of 30 female graduates in various fields of public universities in rural and urban border areas of Marivan, Sarovabad, and Baneh. Considering that the narratives of university the border-living graduated girls are studies, a hermeneutic theoretical basis is adopted and mega-narratives, on the one hand, and rejecting pre-existing assumptions, are avoided. In this research, hermeneutic phenomenology (interpretation) with emphasis on Max Van Manen's perspective and technique is applied to acquire the lived experiences of female graduates. According to van Manen, harmonic phenomenology provides a systematic approach to studying and interpreting a phenomenon, and it also allows the phenomenon to be analyzed and discovered with an interpretative point of view so that the researcher can gain a deeper understanding during the interpretation process. The results showed that the interviewees' understanding of their bodies is indicative of a worn-out body, caused by the entry into higher education and the borderline situation. Girls experience time in the forms of stress and social suffering, and they perceive border space after graduation as an unsafe and unstable space. Themes indicate the idea of discerning time as understanding the suffering of exclusion and marginalization from development and politics. The subject-border situation has created an environment for female graduates that is insecure and unstable. A space born from the frontier position, the position of femininity, the position of graduation. This space has influenced and shaped both the body and time. The chain of dimensions was completed with the description and analysis of human relations lived in the border situation. In such a way that they put human relationships after graduation in a borderline position with contradictory relationships. Relationships that were formed by disconnecting from the previous position and entering the university, and then returning to the borderline position due to rejection in the work and job process, lack of re-creation of a better position and position. They also interpret human relationships in the form of contradictory relationships, which indicate a break from the relationships before and after the graduates, relationships that are unstable and experienced as interruptions. Therefore, although they have not been able to change their position by graduating, they have found a deep understanding of it, which indicates questioning the role of higher education in the change of women in border areas. The discussion of marginalized subjects due to being in a borderline position and being a woman has been this research's theoretical, experimental, and methodological position. The discussion of the life world of female graduates living in the border areas of Kurdistan province, who are in multiple intersections of subjugation, brings us to the multidimensionality and multifacetedness of their views, critiques, and situational pluralism. Discovering the multi-layered nature of their subordinate position - the layer of location (bordering), time position (graduate in the current state of the higher education system), ethnic position (being Kurdish), religious position (being Sunni), and more importantly, gender position (female) Being a girl) is one of the results of this research.

کلیدواژه‌ها [English]

  • Borderlands
  • Borderline. Graduate Girls
  • Lived experience
  • Van Manen's. Phenomenological Method
Amjadi, S. (2017). The impact of the border phenomenon on Kurdish identity: a phenomenological study of the border phenomenon on Kurdish design. National Conference on Border Sociology: Development Policies and Social Life of Border Residents. Sanandaj, https://civilica.com/doc/769566 (In Persian)
Ball, S. J. (2012). Global education Inc: New policy networks and the neo-liberal imaginary. London: Routledge.
Ball, S.J. (ed.) (2004). The RoutledgeFalmer Reader in Sociology of Education (London: Routledge Falmer).
Binandeh, M., & Mansoornia, A. (2017). Reproducing the position of inferiority in the space of border dwellers: social semiotics of the short and documentary films of the broken border, the border of despair, National Conference on Border Sociology. Development Policies and Social Life of Border Residents. Sanandaj, https://civilica.com/doc/769560 (In Persian)
Coffey, A. (2001). Education and social change. Maidenhead: Open University Press.
Croswell, J. W. (2018). Research design in qualitative, quantitative and combined approaches. Translated by A. R. Kiamanesh. Tehran: Academic Jihad Publications, Allameh Tabatabai University. (In Persian)
Daneshmehr, H., & Hedayat, O. (2022). Border residents and to marginalize of education: institutional ethnography of the situation of education in the border areas of Kurdistan province. Journal of Social Problems of Iran, 12(2), 115-136. http://jspi.khu.ac.ir/article-1-3287-fa.html (in Persian)
Daneshmehr, H., Karimi, A., & Hedayat, O. (2019). Life world of border settlers and customs policies: The case of porters (Koolbars) in Marivan City. Journal of Iranian Social Studies, 13(2), 55-79. http://www.jss-isa.ir/&url=http://www.jss-isa.ir/article_43301.html?lang=en. (In Persian)
Daneshmehr, H., Khaleqpanah, K., & Hedayat, O. (2020). Border development and the disappearance of capacities and opportunities of border communities, emphasizing the critique of border markets (Case study; Nanor border bazaars of Baneh, Khav and Mirabad counties of Marivan city). Social Development & Welfare Planning, 12(43), 241-278. https://qjsd.atu.ac.ir/article_12131.html?lang=en.
 doi: 10.22054/qjsd.2020.53491.2011. (In Persian)
Deleuze, G. (2010). Nietzsche and philosophy. Translated by A. Meshaikhi. Tehran: Ney Publishing. (In Persian)
Flick, U. (2007). An introduction to qualitative research. Translated by H. Jalili. Tehran: Ney Publishing. (In Persian)
Goudling, C. (2005). Grounded theory, ethnography and phenomenology: A comparative analysis of three qualitative strategies for marketing research. European Journal of Marketing, 39(3/4), 294-308. https://doi.org/10.1108/03090560510581782
Habibi, N. (2017). Higher education policies and overeducation in Turkey. European Journal of Higher Education, 7(4), 440-449. https://doi.org/10.1080/21568235.2017.1308832.
Hedayat, O., & Basity S. (2021). Factors affecting the reduction of socio-economic habitability in border villages of Baneh county. Journal Spase Economy & Rural Development, 10(37), 129-152 http://serd.khu.ac.ir/article-1-3738-fa.html (In Persian)
Hedayat O., & Basity, S. (2020). Border Settlement, Border Economy, and Family Problems: The Case Study of Border Cities of Baneh and Marivan. Social Welfare Quarterly, 20(77), 141-180. http://refahj.uswr.ac.ir/article-1-3757-fa.html (In Persian)
Hedayat, O., & Basity, S. (2021). Border residents and dependence on supporting institutions (Institutional ethnography of supportive policies in the border villages of Khao and Mirabad districts of Marivan county). Journal of Rural Research, 12(1), 80-93. https://jrur.ut.ac.ir/article_80726.htm (In Persian)
Levering, B. (2006). Epistemological issues in phenomenological research: How authoritative are people’s accounts of their own perceptions. Journal of Philosophy of Education, 40(4), 451-462.
Mahdipour, M., & Vesal, M. (2020). The expansion of higher education and educational gender gap in Iran. QJER, 22(2), 271-297.
http://ecor.modares.ac.ir/article-18-56616-fa.html (In Persian)
Mohamadi, J., Daneshmehr, H., & Hedayat, O. (2019). Experiencing Social Exclusion: The Study of Hawramis in Marivan City. Journal of Social Problems of Iran, 10(1), 239-262. http://jspi.khu.ac.ir/article-1-2840-fa.html (in Persian)
Rezaeinasab, Z. (2022). Study of the fields and contexts of the formation of unemployment of female graduates of Ilam universities. Woman in Development & Politics, 20(2), 341-315. https://jwdp.ut.ac.ir/article_86166.html doi: 10.22059/jwdp.2022.337198.1008143. (In Persian)
Shirazi, M. (2010). The architecture of the senses and the fine phenomenology of Juhani Pallasmaa. Tehran: Rokhdad Now Press. (In Persian)
Van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy (2nd Ed.). London: The Althouse Press.
Van Manen, M. (1990). From Meaning to Method. Qualitative Health Research, 7(1), 345-369.
Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy (2nd Ed.). London and New York: Routledge.
Victora, C. (2011). Social suffering and the embodiment of the world: Contributions from anthropology. RECIIS, 5(4), 3-13. http://dx.doi.org/10.3395/reciis.v5i4.552en
Young, R. (2011). A brief introduction to post-colonialism. Translated by F. Modaresi & F. Qadri. Tehran: Research Center for Humanities and Cultural Studies. (In Persian)
Zokaee, M. S., & Noori, A. (2016). Living in the borderlands: A phenomenological study of Nowsud city borderers. Sociological Cultural Studies, 6(4), 105-128. (In Persian)