کاربست نظریه انتقادی در چرخه سیاست‌گذاری آموزش‌وپرورش

سیاست‌گذاری عمومی به معنای دولت در اجرا است؛ یعنی در موضوعات عمومی، دولت چه تصمیماتی برای چه گروه‌هایی با چه ابزارهایی می‌گیرد و چه نتایجی از این تصمیمات حاصل می‌کند. سیاست‌گذاری آموزش به معنای طراحی و اجرای سیاست‌هایی است که دولت در زمینه آموزش به کار می‌گیرد. آموزش، نهاد جامعه‌پذیری برای دولت است و به همین علت دولت‌ها از آموزش به‌عنوان کالایی عمومی در راستای بازتولید مشروعیت استفاده می‌کنند. بررسی سیاست‌گذاری آموزش فراتر از رویکردهای پوزیتیویستی مرسوم در علم سیاست‌گذاری عمومی، با بهره‌گیری از نظریات انتقادی در علم نظری سیاست، هدف این مقاله است. بدین منظور با استفاده از روش انتقادی سعی شده است چرخه سیستمی سیاست‌گذاری آموزش بر اساس نظریه انتقادی نظم بخشی شود. چرخه سیستمی سیاست‌گذاری مراحلی از قبیل ورودی سیستم، طراحی، اجرا، خروجی، ارزیابی و بازخورد دارد که در این مقاله سعی شده است با بهره‌گیری از نظریه‌های انتقادی یورگن هابرماس، پی‌یر بوردیو و لوئی آلتوسر چرخه سیستمی سیاست‌گذاری آموزش از منظر انتقادی بررسی شود. یافته‌های مقاله نشان می‌دهد نظریه انتقادی، رویکردی است در پاسخ به ناکارآمدی‌های نظریه مرسوم پوزیتیویستی و سعی می‌کند با اصطلاحات حوزه عمومی، خرد ارتباطی، میدان‌های قدرت و سازوبرگ ایدئولوژیک حکومت، فضایی جدید برای سیاست‌های آموزشی سامان دهد.

application of critical theory in the systemic cycle of education policy

public policy-making means the government in action, that is, what decisions the government makes in public matters, for which groups, with what tools, and what results are obtained from these decisions. education policymaking means designing and implementing policies that the government uses in the field of education. education policy in all countries is one of the three policy issues. education is a socialization device for the government, and for this reason, governments use education as a public good to reproduce legitimacy. in this article, the issue is whether it is possible to organize the policy cycle based on critical theory. the policy cycle has stages such as system input, design, policy implementation and output, and evaluation and feedback. in this article, we try to examine the education policy cycle from a critical perspective by using the critical theories of jürgen habermas, pierre bourdieu, and louis althusser. the findings of the article show that critical theory is an approach that tries to organize a new space for educational policies in terms of public domain, communication wisdom, power fields, and the ideological structure of government. the article is the application of critical theory in the policy cycle of education, which can be used as a basis for future research.keywords: ideology; public policy; education; critical theory; althusser; habermas; bourdieu synopsisunderstanding how government functions in addressing public affairs requires studying its practical aspects. public policy is a scientific field that delves into this process. public policy is a multidimensional term composed of &policy& and &public.& the term &policy& encompasses different meanings and functions in english, such as polity, politics, and policy. polity refers to formal institutional structures in a political system, politics involves political processes, and policy pertains to the collection of actions and analysis within a political system. in the context of public policy, the term &policy& refers to the concept of &policy& (knill tosun, 2012, pp. 3-4).the understanding of the term &policy& in public policy points towards the concept of policy derived from the greek polis, which is rooted in the political discourse of the greeks (attarzadeh, 2021, p. 30). &any action undertaken by governments that represent agreed-upon responses to specific conditions& is referred to as public policy (araral et al., 2013, p. 4).public policy-making is the selection of actions by governmental authorities to address specific public concerns (cochran et al., 2009, pp. 1-2). it involves a process of decision-making and specific actions in response to a problem that has raised public concerns.public policy often deals with decision-making processes and specific actions supported by governmental powers to provide solutions for public issues (smith larimer, 2009, p. 4). the key features of public policy-making include the selection of actions from among goals and options. birkeland enumerates the main features of public policy as follows: public policy is a response to problems raised by the public, and the government tries to find solutions for it through targeting and interaction with non-governmental actors. therefore, public policy is what the government chooses to do or not do (birkland, 2016, pp. 8-9) key features of public policy-making include the selection of actions from among goals and options.the study of government performance in addressing public issues considers both its practical aspects and theoretical dimensions. it evaluates government actions and identifies weaknesses and solutions by integrating critical theories such as those of althusser, habermas, and bourdieu. public policy in education aims to empower individuals, reduce social inequalities, and promote social cohesion. the government’s role in educational policy is globally significant, impacting institutions and daily experiences. analyzing and evaluating government performance involves both practical identification and theoretical assessment. while practical analysis considers how governments function, evaluation involves identifying weaknesses and proposing solutions, necessitating theoretical insights from the field of political science. by incorporating critical theories into educational policy-making, alternative solutions can be explored. critical theories challenge established structures, prioritize citizen input, and question the neutrality of educational systems. public policy in education should go beyond engineering solutions to engage human interests and encourage creativity.in conclusion, understanding and evaluating government performance in public policy requires a combination of practical analysis and theoretical insights. critical theories challenge conventional practices and offer alternatives for policy-making, particularly in education. this approach emphasizes citizen engagement, challenges ideological constructs, and provides a more comprehensive perspective on policy processes.neo-marxist writers believe that the purpose of public policy is merely to reproduce or accentuate the divide between social classes” (knoepfel et al., 2007, p. 22). therefore, there is no place for social transformations or changes in various socio-political situations in the field of policymaking knowledge according to this approach (seyed emami, 2023, p. 84).with the twin correlation of the science of public policy in its practical aspects and the science of politics in its theoretical aspects, it takes policymaking out of a mere positivist approach and by adding theoretical dimensions to it, gives public policy an epistemological order. public policy examines the performance of the government in public issues of concern to society. general issues of society include education, health, security, health, etc. this article tries to examine the science of policy-making in the field of education. &education policy is a set of policies and programs that the government adopts to expand public education to empower people and develop their abilities to reduce social inequality and social cohesion& (qarakhani, 2019, p. 105).education policy refers to the will of the government in educational matters such as curricula, teacher training, student recruitment, support and scholarships, curriculum content, and education methods. &the government almost universally plays a fundamental role in providing or regulating educational services. therefore, government policy, both national and local, has a significant impact on shaping the daily events of schools and colleges and the daily experiences of those who study and work in those institutions& (bell stevenson, 2020, p. 15).how the government works in education policy making use of critical ideas of thinkers such as louis althusser, jürgen habermas, and pierre bourdieu is the issue of this article. for this purpose, we are looking for an answer to the question, what are the solutions for using critical theory in the policy cycle of education? the research aims to prepare a theory for the policy cycle of education by combining the three theories of political sociology of althusser, bourdieu, and habermas. there is no work in this matter because the education policy cycle is often written with a systemic approach and positivist analysis.