The present study try to explain that what Apart from the written Logics of the education Field, there are other Logics that affect the actions of social agents (teachers and students) in the education Field secretly.To reach the goal, conceptual framework was based on the ideas of Pierre Bourdieu. We used the thematic analysis methods to gather and analyze data. The statistical population consists of teachers in Mashhad city are that interview 31 participants by Using purposive sampling and Theoretical saturation. Than gathered data are analyzed with Maxqda Software and open coding and axial coding. The results showed that In recent years, Incorrect prioritizationeducational policies such as Quantitative educational policies, Unofficial educational policy, Incorrect prioritization of educational policies generate hidden and unwritten rules such as logic of unity / neglect of merit, The priority of the role master rather than of the teacher and the logic of increasing the unrealistic acceptance rate in the education field that has the power and authority required. Generally the logics indicate unwritten logic that has a non-teaching and anti-teaching element.
mohammadi, F. (2022). The hidden logic of the official education field in Iran
(Case Study: Mashhad Education Field). Strategy for Culture, 15(57), 205-234.
MLA
fardin mohammadi. "The hidden logic of the official education field in Iran
(Case Study: Mashhad Education Field)". Strategy for Culture, 15, 57, 2022, 205-234.
HARVARD
mohammadi, F. (2022). 'The hidden logic of the official education field in Iran
(Case Study: Mashhad Education Field)', Strategy for Culture, 15(57), pp. 205-234.
VANCOUVER
mohammadi, F. The hidden logic of the official education field in Iran
(Case Study: Mashhad Education Field). Strategy for Culture, 2022; 15(57): 205-234.
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