Social Pathology of Education in Iran’s Southeast Frontier Areas

The current research aims to understand social pathology of education on the southeastern borders of Iran. This work was conducted in a qualitative paradigm. Data were collected by tow methods in-depth interview and documentation. The Manuscript of Fundamental Transformations in Education were considered as the research document and a group of teachers and educational experts who were selected purposively considered as the research participants. The maximum variation sampling and saturation regulations were applied during the sampling procedure. The Grounded Theory procedure with constant comparative method and interpretive-abstractive approach were used to analyze the data gathered from interviews and the inductive or relational content analysis was applied to analyze the data gathered from the selected document. Four main categories derived from the interviews` analysis: social pathologies, educational pathologies, economic restrains and religious restrictions. Based on the research findings four strategies or solutions were presented in four areas of cultural affairs, community, religion and educational affairs. Comparison of the results, extracted from the selected document and interviews, showed that they were consistent to some extent. The consequences of the emergence of these disorders affected the whole southwestern part of the country in both short-term and long-term periods.