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Children's Right to “Proper Education” in Contemporary Iran

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Children's Right to “Proper Education” in Contemporary Iran Université de Montréal Children’s Right to “Proper Education” in Contemporary Iran: A Critical Legal Essay with an Ethical and Empirical Approach towards Improving Iranian Governance Par Fateme Bostani Doctorat en Droit Faculté de Droit Thèse présentée en vue de l’obtention du grade de Philosophia Doctor (Ph.D) en Droit Août 2019 © Fateme Bostani, 2019 Résumé La recherche prend place dans le quotidien actuel de la sphère éducationnelle en Iran. Remarquons que l’Iran est État non occidental et islamique, mais ayant néanmoins adhéré au principe, plutôt occidental, de la Convention internationale sur les droits de l’enfant. Cette recherche s’insère dans une continuité de recherche au soutien des droits humains. Elle propose une voie d’empowerment aux groupes iraniens ouverts à la démocratie, mais aussi aux mouvements éducatifs soucieux des droits fondamentaux de la personne. Divisé en quatre chapitres, le questionnement hybride de la thèse conduit à un essai interdisciplinaire critique bénéficiant aux trois disciplines du droit, de la philosophie et de l'étude empirique. Face au système juridique international et iranien d'un point de vue juridique classique, le chapitre philosophique tend à répondre à la question de «que pourrait-on considérer non seulement du droit à l'éducation, mais également du droit à une « éducation appropriée » fondée sur des motifs éthiques et philosophiques dans le sens où cela conviendrait mieux à la culture iranienne et aux habitudes sociales ». Le chapitre empirique recherche donc "Dans l'action en faveur des droits des enfants iraniens, que révèlent les représentations sociales iraniennes au sujet du fossé potentiel entre un concept idéal de «proper education» et la vie quotidienne des enfants? " À partir d’une approche philosophique— plus précisément d’une éthique de la vertu—, la thèse propose le concept d’«éducation appropriée » [proper education] comme approche critique des positions internationales et internes du droit à l’éducation de l’enfant. Y est présenté comme «éducation appropriée » un droit moral et juridique pour les enfants : ce droit relève alors de la catégorie des droits au développement qui servent le droit à un avenir ouvert et ainsi que le droit de s'épanouir pleinement. Le recours à ce concept propose ainsi conception du droit à l’éducation harmonisée au contexte iranien actuel. D'un point de vue empirique, à partir d’une i approche inductive typique de la Human Rights Advocacy approach et sur la base de quatre-vingts (80) entretiens auprès d’enfants et d’enseignants, sont observés et analysés les écarts entre le droit officiel et les façons dont ils sont vécus, mobilisés, pensés ou niés dans la sphère de l’éducation iranienne aujourd’hui. Enfin, l’essai juridique critique suggère que la gouvernance iranienne soit ouverte à une évolution vers une autorité contractuelle moderne dans le système éducatif pour être plus compatible avec les besoins psycho-émotionnels des enfants et en même temps pour d'appliquer des conseils politiques de l'éthique de la vertu à se déplacer vers une forme libérale de politiques éducatives qui promeuvent les vertus de l’autonomie et de la tolérance. Ils sont autant d’informations cruciales pour une gouvernance législative iranienne avisée, ancrée à une quête islamique de vertu tout autant qu’au bonheur des enfants. MOTS CLEFS : Droits de l’enfant, droit à une éducation « appropriée», éthique de la vertu, défense des droits de l’Humain, essai interdisciplinaire et critique, système éducatif iranien, gouvernance législative islamique-iranienne ii Abstract The research takes place in the current daily life of the educational sphere in Iran. It should be noted that Iran is a non-Western and Islamic state, but nonetheless adhered to the rather Western principles of the International Convention on the Rights of the Child. This research is part of a continuity of research in support of human rights. It offers a path of empowerment to Iranian groups open to democracy, but also to educational movements concerned with the fundamental rights of the person. Divided into four chapters, the hybrid questioning of the thesis leads to a critical interdisciplinary essay benefiting the three disciplines of law, philosophy and empirical study. Facing the international and Iranian legal system from a classical legal view, the philosophical chapter tends to respond to the question of “what could be considered not just the right to education, but the right to a “proper” education based in ethical and philosophical grounds in the sense that it would better suit Iranian culture and social habits than an allegedly “universal” [occidental] classical legal conception?". The empirical chapter, then, looks for the “Iranian social representations of the children’s rights that reveal the gap between the ideal expressed concept of “proper education” and day-to-day life of children?” with an advocative approach. From a philosophical view —more precisely from virtue ethics stand point—the thesis proposes the concept of "right to proper education" as a critical approach to the international and internal positions of the right to education for children. "Proper education" is presented as a moral and legal right for children under the category of developmental rights which serves the right to an open future and the right to maximizing self-fulfillment. It is also a conception of the right to education harmonized with the current Iranian Islamic context. From an empirical standpoint, starting from a typical inductive approach of the Human Rights Advocacy approach and based on iii more than eighty (80) interviews with children and teachers, the gaps between the official laws and the ways in which they are experienced, mobilized, thought of or denied in the sphere of today Iranian education, are observed and analyzed. Finally, the critical legal essay suggests the Iranian governance to be open to a shift toward a modern contractual authority in educational system to be more compatible with the psycho-emotional needs of children and at the same time to apply the virtue ethics political advice to move toward a liberal form of educational policies that promotes the virtues of autonomy and toleration. These are all crucial information for wise Iranian legislative governance rooted in an Islamic pursuit of virtues as well as the happiness of children. KEYWORDS: Children’s right, “proper education”, virtue ethics, Human Rights Advocacy, interdisciplinary and critical essay, Iranian educational system, Iranian-Islamic legislative governance iv CONDENSED TABLE OF CONTENTS RÉSUMÉ ...................................................................................................................... I ABSTRACT ................................................................................................................ III GENERAL INTRODUCTION .......................................................................................... 1 CHAPTER ONE: INTRODUCTORY CHAPTER ................................................................ 8 INTRODUCTION ....................................................................................................................................... 9 Section 1. Interdisciplinarity as an Alternative Approach to the Classical Approach of Legal Studies ............................................................................................................................................................ 11 Section 2. Children’s Rights in the International and Iranian Legal System as the Starting Point of this Research: Classical Legal Approach ......................................................................................... 29 CONCLUSION OF CHAPTER ONE ......................................................................................................... 70 CHAPTER TWO: PHILOSOPHY AS A CRITICAL ANCHORAGE TO THE “RIGHT TO PROPER EDUCATION” ............................................................................................... 72 INTRODUCTION ..................................................................................................................................... 73 Section 1. Virtue Ethics as the Theoretical Framework for a “Proper Education” ............................. 75 Section 2. Methodological Philosophical Steps towards Recognizing the “Right to Proper Education” ............................................................................................................................................................ 75 Section 3. From the Typical “Right to Education” toward Recognizing the Morally Adapted “Right to Proper Education”: A Philosophical Study ......................................................................................... 87 Section 4. “Proper Education” as an Alternative Mode of Education to Suit Iranian Social Ideal ..... 97 CONCLUSION OF CHAPTER TWO ...................................................................................................... 113 CHAPTER THREE. “CHILDREN’S RIGHT TO PROPER EDUCATION” THROUGH AN EMPIRICAL STUDY IN IRANIAN ELEMENTARY SCHOOLS ....................................... 116 INTRODUCTION ................................................................................................................................... 117 Section 1. Theoretical framework ..................................................................................................... 119 Section 2. Methodology ...................................................................................................................
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