نشریه مطالعات ملی
سال دوازدهم شماره 3 (پیاپی 48، 1390)

Structure of the higher education in general and University in particular, can play a central role in National solidarity Process and cultural socialization. The higher education system can provide the possibility of presence of the qualifying individuals and elites that belong to all social groups in scientific community and then to the cycle power through equal opportunities and thereby provide an important role in strengthening national solidarity as one of the important indicators of social and political development. National solidarity in this context means "the physical presence of people," "emotional common sense" and "sharing of knowledge and mutual respect" which can be understood through some elements such as common sence, links, activities, interactions and shared normative elements.The Method which used in this study is descriptive method. This paper creates new capacities for analyzing the relation between education and national solidarity.The conclusion is that the new social forces arising from the educational process have the common sense due to the high level of literacy and education, new middle-class growth, strengthening of social culture and promoting of the social and political participation towards social and political issues, and due to the possibility of self-identity awareness create new capacities for promoting the process of national solidarity.

University can have various and differentaspects and targets. The examples of these Universities are Elitist universities, entrepreneur universities, research-based and civilization creator universities and etc. What defined in this study is the characteristics and parameters of the civilization creator universities. In the era of globalization, civilization creator university discourse is shaped in response to the identity, cultural and civilization ambiguities developed in international and local changing condition. This university with relying on the Iranian-Islamic development pattern demonstrated a model that provided contexts of reinforcement of the national integration discussion from the perspective of political, economic, social and cultural stable system and the formation of national unity and social integration that provided a context to a balanced development in all its dimensions. A Development which is comprehensive, balanced, sustainable, knowledge-based and religious.

National Unity or solidarity are one of central and main signifiers or concepts of Imam Khomeini’s Discourse, which he continuously focused on from rational and strategic point, but not ideological and tactical approach. Among different influential institutions, groups and important centers on unity and solidarity, Imam had a special attention on think tanks and thought or ideas producing by centers like University and hawzahs. In Imam’s point of view, unity rooted in oneness. So, the university which its science, environment, contents, masters and students are formed and established based on this root, can play a positive role on national unity. In brief, Imam’s view to the university role on national solidarity is an ontological view with two different functions which each depends on the level of harmonization between university identity and national identity.

The notion of "long life learning" inspires the impact of education and particularly higher education on the processes and patterns of interaction. Social cohesion is one of the most obvious interactive and education-based processes, which is the effect of different factors, trends and historical and social structures, especifically higher education. This article aims at undrestanding of relationship between higher education and social cohesion and application of its propable results in the planning of higher education in Iran. Its main question is centered on "how the higher education contributes to the formation of social cohesion and its promotion"?The method applied, in this research is library-documentary and in the case study section is the combination of documentary and observation method, which both are inspired by theoretical framework of "Olena and Heyneman". Accordingly, higher education impacts on social solidarity through the content of careers, production and reproduction of academic culture and behaviors, building sustainable networks, founding of stabilizing traditions, building consensus about social contracts and creation of social capital, which in turn lead to the formation and reinforcement of social cohesion.In Malaysia, which the social life is running in the light of ethnic lines and distinctions, the higher education system considered as an important structures, bridging social and ethnic cleavages by adding compulsory course of "ethnic relations" for all majors and degrees. Regarding this experience, the article reviews Iran's higher education system critically and proposes some suggestions.

This article is an experimental research in studying the Islamic Azad University role and effect on student social solidarity in the national level. The hypothesis of the research is: attending in university and academic period are caused to the significant changes in social and solidarity indicators of university students in national level (national solidarity). After reviewing of the sociological theories, social solidarity in personal or group levels and social concepts, nine concepts are presented as national solidarity aspects and a questionnaire is designed for the survey. These indicators are tested by means of quota sampling method in a sample of 313 students of six academic branch of Islamic Azad University. The research samples are consist of two parts (freshman and senior students) and the average of the nine concepts are compared in two groups. The results show that there are no significant difference between the freshman and senior students about 8 indicators. So the university has no effect on social solidarity of students.

By Perceiving the importance and position of national identity as the most inclusiveness level of collective identity in creation and maintenance of national solidarity, this research is purposed to identify the convergence and inconvergence of national identity in the student journals of Kurdistan university, in the form of quantitative-inductive method. In fulfilling this research, we apply the method and technique of content analysis and we gathered information about 145 journals that were published from 1377 to 1389 in Kurdistan university. The findings of this study demonstrate that 20.4% and 18% of the content of journals, respectively, were concerned with the convergence and divergence of national identity. Among aspects and indexes of the nationl convergence, political aspect and indexes of political participation and acceptance of legislation and among aspects and indexes of divergence of national identity, Social aspect and index of prompting single ethnic predestination to kurds were represented more than other aspects and indexes of national identity.

Postcolonial Studies is one of the new study areas about the issues of the third world. This critical attitude comprises a set of theoretical approaches that are accounting for colonial discourse analysis with emphasizing on the effect of colonialism on cultures. On the basis of this approach west scholars who study orientation are used to call it as "non-civilized other" to marginalize orients self. The ultimate goal of postcolonial studies is combating against colonialism and imperialism discourse and deconstructing it, but it is not sufficient to criticize the colonial discourse merely. Rather we need to use "self-criticism" for achieving a critical solution. In this research the students have been considered as a part of the enlightenment spectrum, so, 40 impersonal Tehran university students’ e-mails have been analyzed. In this research a lot of e-mails containing comparative themes toward being Iranian or not have been purposively chosen and studied based on the post-colonial studies. After studying the e-mails based on Fairclough's critical discourse analysis, we came to this conclusion that 3 criteria are compatible with Orientalism that dominate on these e-mails. These criteria includes as asynchrony, negative making and totality making. It can be said that there is a considerable amount of Orientalism discourse in Tehran university students’ e-mails and therefore a group of the elites have accepted symbolically their baseness alleged by the colonial discourse.