Gender-Specific Religious Moral Dilemmas in Iranian Schools

Hedayati, Nasibeh; Kuusisto, Elina; Gholami, Khalil; Tirri, Kirsi

doi:10.1108/s1479-358x20140000012017

Cited by 5 publications

(7 citation statements)

References 32 publications

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“…Moreover, 12 student' stories were removed from the analytical process as they were not clear enough to be coded. One of the subcategoriesmatters related to religionhas been discussed in detail in a separate chapter (Hedayati et al 2017b).…”

Section: Discussionmentioning

confidence: 99%

“…Students were asked if they were willing to be interviewed. However, the researcher made sure to avoid cases involving sensitive issues, as criticizing Islamic values is forbidden in Iranian schools (see Hedayati et al 2017b). The researcher's position in schools requires respecting the rules and regulations of the Iranian Ministry as well as following research ethics for protecting the participants.…”

Section: Procedures and Instrumentsmentioning

confidence: 99%

“…For example, according to its dress code, it is the law for women to wear the hijab in public places, including schools. In addition, according to Shia Islam, which is the main religion in Iran, girls must undertake their religious obligationswearing the hijab, praying, and fastingat the age of 9, while the age for boys to begin observing their religious obligations is 15 (Hedayati et al 2017b). This may be one reason why these issues were discussed only by female students.…”

Section: (Female Teacher)mentioning

confidence: 99%

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Moral conflicts in Iranian secondary schools

Hedayati

Kuusisto

Gholami

et al. 2019

Journal of Beliefs & Values

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This article examines moral conflicts identified by students (N = 302) and teachers (N = 20) in the context of Iranian schools. The data were gathered in 2016 fromtwo lower secondary schools in Tehran, one for girls and one for boys. The content analysis of students' essays and teachers' interviews reveal that moral conflicts in Iranian secondary schools have four main themes: 1. Matters related to Staff's behaviour, 2. Matters related to Students' behaviour, 3. Sensitive issues, and 4. Matters related to Parents' behaviour. In addition to discussing the main categories and subcategories, the article discusses differences between teachers and students. This paper presents a picture of morality in Iranian secondary schools by clarifying situations in which both the school staff and the students need perspective on one another as well as needing to be morally sensitive. This article can guide educators in delivering moral education both in teaching and in teacher education.

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Section: Discussionmentioning

confidence: 99%

Section: Procedures and Instrumentsmentioning

confidence: 99%

Section: (Female Teacher)mentioning

confidence: 99%

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Moral conflicts in Iranian secondary schools

Hedayati

Kuusisto

Gholami

et al. 2019

Journal of Beliefs & Values

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“…Two subjects-Islamic religious education and the Quran-are included in the National Curriculum; however, moral education according to Islamic values is also an implicit part of other subjects (Hedayati et al, 2017a;Hedayati et al, 2107b). As the educational system is centralized, and all the schools have the same curriculum and textbook, boys and girls experience education similarly (Hedayati et al, 2017b).…”

Section: Iranian Educational System Supports Youth Purposementioning

confidence: 99%

“…However, due to the Iranian government's constitution, schools are segregated by gender (Arani, Kakia, & Karimi, 2012). Furthermore, according to Shia Islam, which is the main religion in Iran, boys are not responsible for assuming religious obligations until age 16 (Hedayati et al, 2017a), whereas girls are expected to wear the hijab (Boodman & Tohidi, 1998), pray five times a day, fast, and assume other religious obligations from the age of 9 (Hedayati et al, 2017a).…”

Section: Iranian Educational System Supports Youth Purposementioning

confidence: 99%

Life purposes of Iranian secondary school students

Hedayati

Kuusisto

Gholami

et al. 2017

Journal of Moral Education

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Nasibeh Hedayati is a doctoral student at the Faculty of Educational Sciences, the University of Helsinki, Finland. She is currently working on the subject of "moral dilemmas in Iranian schools." Dr. Elina Kuusisto works as a University Lecturer and is a Docent of Education at the Faculty of Educational Sciences, the University of Helsinki, Finland. Her academic writings deal with moral education, religious education and teacher education, with special interest in the education of moral sensitivity, purpose in life and growth mindset.

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