Document Type : علمی - پژوهشی
Authors
1
Associate Professor, Department of Educational Sciences, Faculty of Humanities, ToloueMehr University, Qom, Iran.
2
Ph.D. Candidate, Department of Educational Management, Islamic Azad University, Qom Branch, Qom, Iran
Abstract
Introduction and Objectives: A deep understanding of social and cultural phenomena in today’s complex world is crucial. Qualitative research, with its focus on lived experiences and constructed meanings, opens a window into these complexities. Qualitative data, particularly in social, cultural, and educational fields, require deeper analytical methods due to their multifaceted and ambiguous nature. Deconstruction, as an innovative approach, enables a more comprehensive examination of phenomena by challenging their various dimensions. It critiques the myth of textual "clarity" and exposes hidden aspects of philosophical traditions.
Deconstruction is a facet of metaphysical critique that interrogates structures, origins, and the role of authoritative centers. Derridean deconstruction is not destruction; rather, rooted in Jacques Derrida’s thought, it engages with concepts such as decentering, différance, and the play of meaning to critique logocentrism. By destabilizing fixed meanings, Derrida opens the door to multiple interpretations, arguing that every text reflects the presence of the "Other," which is key to understanding meaning.
Despite its high potential, applying deconstruction in qualitative research faces challenges, including conceptual complexity, ambiguity in implementation, and the need for precise interpretation. Thus, developing an operational framework and practical strategies for deconstruction in qualitative research is essential.
This study aims to explore the methodological application of deconstruction in qualitative data analysis and propose an operational framework, addressing questions about methods, tools, advantages, challenges, and applications of deconstruction in qualitative research—particularly in social, cultural, and educational domains. The central research question is: How can deconstruction facilitate more precise analysis and interpretation of qualitative data? The ultimate goal is to provide strategies for effectively employing deconstruction to achieve a deeper understanding of phenomena.
Method: This study examines deconstruction as an innovative approach to qualitative data analysis, particularly in social, cultural, and educational research. The complexity of qualitative data necessitates deeper analytical methods, such as deconstruction, which reveals hidden assumptions, internal contradictions, and power relations, enabling multifaceted and critical analysis. By reviewing the philosophical foundations of deconstruction—especially Derrida’s ideas—and proposing an operational framework, this study addresses methodological questions, tools, benefits, challenges, and applications of deconstruction in qualitative research.
A systematic search of Persian-language scholarly databases was conducted using keywords such as "deconstruction," "qualitative research," "Derrida," "critical analysis," "educational management," and "meaning." Inclusion criteria were Persian-language articles on deconstruction in qualitative research. After screening titles and abstracts, 21 articles were selected for full review. Findings indicate that deconstruction, by challenging fixed meanings, enhances the understanding of social and cultural phenomena and contributes to the development of new theories.
In educational management, deconstruction critically analyzes curricula, policies, and evaluation processes, challenging conventional beliefs and fostering more equitable, learner-centered systems. For instance, deconstructing the concept of "grades" in academic assessment reveals that grades alone cannot comprehensively measure learning; attention to other dimensions—such as creativity, critical thinking, social skills, and problem-solving—is essential.
However, the complexity of deconstruction necessitates adequate training, practice, and contextual sensitivity. As a complementary approach, deconstruction strengthens critical thinking and facilitates positive transformations in the humanities. This study provides a comprehensive understanding of deconstruction by examining its strengths and weaknesses and exploring its relationship with other qualitative methods.
Results: Findings demonstrate that deconstruction, by destabilizing fixed meanings, enables a deeper understanding of social, cultural, and educational phenomena and supports the development of novel theoretical frameworks. By exposing hidden assumptions, power dynamics, and textual contradictions, deconstruction facilitates multiple interpretations and innovative analyses.
In educational management, deconstruction critiques curricula, policies, and evaluation practices, challenging dominant paradigms and promoting more equitable systems. For example, deconstructing "grading" reveals its limitations as a sole measure of learning, emphasizing the need to assess creativity, critical thinking, and problem-solving.
Additionally, deconstruction aids researchers in humanities disciplines—such as literature, philosophy, cultural studies, and social sciences—by enhancing their understanding of textual and social complexities. It enables critical analysis of concepts, discourses, and power structures, paving the way for positive social and educational change. Specifically, this study illustrates how deconstruction uncovers hidden dimensions of qualitative data, offering a more holistic understanding of phenomena.
Moreover, findings highlight deconstruction’s potential as a tool for empowering marginalized groups and amplifying underrepresented voices. Ultimately, this study positions deconstruction as a complementary qualitative method that enriches phenomenological understanding.
Discussion and Conclusion: The analysis concludes that deconstruction is not only a novel tool for rethinking intellectual structures but also a means of breaking fixed interpretative molds. Results confirm that this approach enables researchers to disentangle complex concepts from traditional perspectives and offer deeper critiques. By emphasizing the fluidity of meaning and dismantling rigid frameworks, deconstruction fosters interdisciplinary opportunities, advances critical knowledge, and expands new theories.
In social and educational contexts, deconstruction transforms textual and structural critiques, revealing hidden operational effects and providing robust evidence for reconstructing justice-oriented frameworks. By delegating interpretive responsibility to readers and encouraging intellectual engagement, deconstruction balances critique and reconstruction. It also facilitates adaptable knowledge in shifting historical, linguistic, and cultural contexts, addressing conceptual challenges with fresh perspectives.
Overall, findings suggest that deconstruction, due to its capacity for theoretical revision and analytical flexibility, can serve as a complementary qualitative method. These results promise advancements in critical methodologies, with the proposed operational framework opening new horizons in humanities research. Future studies could explore deconstruction’s role in empowering marginalized groups and driving social change.
Acknowledgments: We sincerely thank our esteemed professors for their invaluable guidance and support, which have been instrumental in our academic progress.
Conflict of Interest: The authors declare no financial, personal, or professional conflicts of interest in this study, which was conducted transparently.
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