Amir Ghajarieh
Dados Biográficos
| ID | 6589870 |
|---|---|
| NOME | Amir Ghajarieh |
| PRENOMES | Amir |
| SOBRENOME | Ghajarieh |
| ASSINATURA | GHAJARIEH A |
| AFILIAÇÕES | Islamic Azad University of Damavand |
| ORCID | 0000-0002-6101-8074 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 14 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Playing with words across visual humor in an Iranian EFL context with Arab students
Translanguaging approaches and perceptions of Iranian EGP teachers in bi/multilingual educational spaces
Purpose This study aims to analyze translanguaging practices and beliefs of Iranian English for General Purposes (EGP) teachers and find discrepancies between the practice and perception of educators in bi/multilingual species in Iranian educational settings. Design/methodology/approach The study involved interviewing ten teachers and observing six of their sessions, which yielded qualitative data. Findings The results showed that the participati…
The interplay of teachers' positive beliefs and practices
Purpose The impact of teachers' positive psychology (PP) beliefs on their practices and the consequential influence on teaching processes and learning outcomes has been widely acknowledged. In line with PP in education, this research endeavors to examine the interconnectedness of Iranian English as a Foreign Language (EFL) teachers’ beliefs and their classroom practices regarding establishing a positive classroom environment. Design/methodology/a…
Analyzing Lexical Items and the Thematic Structures of Two Translations of to Have or to Be by Eric Fromm
v
The Application of House’s (2015) Translation Quality Assessment Model and Venuti's (1995) Theory of Domestication and Foreignization on two Persian Translations of English Translation of Paolo Coelho…
In this research, two Persian translations of Coelho’s ALCHEMIST were studied in the light of Julian House’s (2015) theoretical TQA model and Venuti's (1995) theory of domestication and foreignization. The focus was on comparing differences between the original text and the translated texts, namely, between the English text of ALCHEMIST and its two Persian translations by Hejazi and Jafari, in terms of covert errors and overt errors. To this end,…
The gendered discourse of ‘equal opportunities for men and women’ in Iranian EFL textbooks
Purpose The purpose of this paper is to examine the representations of male and female social actors within the subversive gendered discourse of “equal opportunities for men and women” in Iranian English as a foreign language (EFL) textbooks. Design/methodology/approach From the methodological perspective, this study fused van Leeuwen’s (2003) “Social Actor Network Model” and Sunderland’s (2004) “Gendered Discourses Model”. Findings Data obtained…
Gendered Representations of Male and Female Social Actors in Iranian Educational Materials
Culture and Gender Representation in Iranian School Textbooks
Voices of girls with disabilities in rural Iran
This paper investigates the interaction of gender, disability and education in rural Iran, which is a relatively unexplored field of research. The responses of 10 female students with disabilities from Isfahan indicated that the obstacles they faced included marginalization, difficulties in getting from home to school, difficulties within the school building itself, and discrimination by teachers, classmates and school authorities. The data colle…
Exclusion of HIV-positive people with disabilities in the media
This current issue piece aims to address the harmful exclusion of people with disabilities in the Iranian media. In a case study, this author collected news related to statistics of HIV-positive people covered by popular news websites written in the Persian language between June 2011 and June 2012. Within the analysed electronic texts, no reference was made to the number of HIV-positive people with disabilities. Under the rubric of critical disco…
Addressing Men and Gender Diversity in Education
To date, researchers investigating gender in relation to social issues underscore women and appear to sideline men. Focusing on women in studies concerning sociogender issues may exclude not only men from mainstream research, but also those who do not fit into the binary gender system, including gay, lesbian, bisexual, and transgender (GLBT) people. One area closely related to gender issues is the HIV epidemic. Mainstream discussions of men and o…
Rethinking the Concept of Masculinity and Femininity
Voices of girls with disabilities in rural Iran
This paper investigates the interaction of gender, disability and education in rural Iran, which is a relatively unexplored field of research. The responses of 10 female students with disabilities from Isfahan indicated that the obstacles they faced included marginalization, difficulties in getting from home to school, difficulties within the school building itself, and discrimination by teachers, classmates and school authorities. The data colle…
Culture and Gender Representation in Iranian School Textbooks
Gendered Representations of Male and Female Social Actors in Iranian Educational Materials
Addressing Men and Gender Diversity in Education
To date, researchers investigating gender in relation to social issues underscore women and appear to sideline men. Focusing on women in studies concerning sociogender issues may exclude not only men from mainstream research, but also those who do not fit into the binary gender system, including gay, lesbian, bisexual, and transgender (GLBT) people. One area closely related to gender issues is the HIV epidemic. Mainstream discussions of men and o…
Rethinking the Concept of Masculinity and Femininity
Exclusion of HIV-positive people with disabilities in the media
This current issue piece aims to address the harmful exclusion of people with disabilities in the Iranian media. In a case study, this author collected news related to statistics of HIV-positive people covered by popular news websites written in the Persian language between June 2011 and June 2012. Within the analysed electronic texts, no reference was made to the number of HIV-positive people with disabilities. Under the rubric of critical disco…
Culture and Gender Representation in Iranian School Textbooks
Voices of girls with disabilities in rural Iran
This paper investigates the interaction of gender, disability and education in rural Iran, which is a relatively unexplored field of research. The responses of 10 female students with disabilities from Isfahan indicated that the obstacles they faced included marginalization, difficulties in getting from home to school, difficulties within the school building itself, and discrimination by teachers, classmates and school authorities. The data colle…
The gendered discourse of ‘equal opportunities for men and women’ in Iranian EFL textbooks
Purpose The purpose of this paper is to examine the representations of male and female social actors within the subversive gendered discourse of “equal opportunities for men and women” in Iranian English as a foreign language (EFL) textbooks. Design/methodology/approach From the methodological perspective, this study fused van Leeuwen’s (2003) “Social Actor Network Model” and Sunderland’s (2004) “Gendered Discourses Model”. Findings Data obtained…
Gendered Representations of Male and Female Social Actors in Iranian Educational Materials
Analyzing Lexical Items and the Thematic Structures of Two Translations of to Have or to Be by Eric Fromm
v
The Application of House’s (2015) Translation Quality Assessment Model and Venuti's (1995) Theory of Domestication and Foreignization on two Persian Translations of English Translation of Paolo Coelho…
In this research, two Persian translations of Coelho’s ALCHEMIST were studied in the light of Julian House’s (2015) theoretical TQA model and Venuti's (1995) theory of domestication and foreignization. The focus was on comparing differences between the original text and the translated texts, namely, between the English text of ALCHEMIST and its two Persian translations by Hejazi and Jafari, in terms of covert errors and overt errors. To this end,…
Playing with words across visual humor in an Iranian EFL context with Arab students
Translanguaging approaches and perceptions of Iranian EGP teachers in bi/multilingual educational spaces
Purpose This study aims to analyze translanguaging practices and beliefs of Iranian English for General Purposes (EGP) teachers and find discrepancies between the practice and perception of educators in bi/multilingual species in Iranian educational settings. Design/methodology/approach The study involved interviewing ten teachers and observing six of their sessions, which yielded qualitative data. Findings The results showed that the participati…
The interplay of teachers' positive beliefs and practices
Purpose The impact of teachers' positive psychology (PP) beliefs on their practices and the consequential influence on teaching processes and learning outcomes has been widely acknowledged. In line with PP in education, this research endeavors to examine the interconnectedness of Iranian English as a Foreign Language (EFL) teachers’ beliefs and their classroom practices regarding establishing a positive classroom environment. Design/methodology/a…
Sociology (10 obras) · Psychology (9 obras) · Gender Studies (6 obras) · Gender Studies (6 obras) · Political science (6 obras) · Linguistics (5 obras) · Pedagogy (5 obras) · Politics (5 obras) · Gender Roles and Identity Studies (4 obras) · Social science (4 obras)