Exclusion from the education field and reproduction of gender inequality: An narratives analysis of women's in Dehgolan villages

Abstract The present study seeks to address rural women's narratives of gender inequality in field education, This article, while interpreting their subordinate positions, explores women's narratives of the status of education-gender relations and the factors that make up the field of education and gender inequality in education. To this end, we use Pierre Bourdieu's theoretical apparatus as a guide to the formulation of concepts. This research has been used in the tradition of qualitative method and the thematic narrative analysis method has been used to discover and extract categories in which participatory observation tools and in-depth interviews have been used to collect the required data. The field of study is rural areas of Dehgolan with qualitative and purposeful sampling logic in addition to space sampling (large, medium and small villages). It conducted in-depth interviews with 32 women aged 15-35 years in 6 rural settlements. The narrative data was coded and formatted into 78 initial themes, 36 sub-themes, 8 main themes, and one final theme. The main themes of the narratives are: gender socialization, deepening mechanisms of social inequality, material poverty, cultural poverty, inaccessibility of educational centers, early marriage of girls, restriction of women from entering the public sphere and reproduction. Social structure. The final issue is education as a field of production of gender inequality in rural areas, which has shaped and narrated the narrative of the multiple narratives of women around it. Keywords: Rural women, Social inequality, Education field, Content narrative analysis, Social structure reproduction.