After 1991, the Soviet Union, which was led by socialist countries with a state economy, collapsed. China had joined the global markets eight years earlier and had essentially abandoned the socialist camp. The situation has strangely returned to pre-World War I conditions. The fight against “American imperialism” has become meaningless. In the current circumstances, like the years before 1914 AD, the world has become multipolar and Western and Eastern governments are pursuing common goals of accumulating more capital, while also exploiting more labor. Workers and the lower classes of society are more oppressed than ever before and have no support other than their own unity.

Chicago School, Niyavaran Circle

From the mid-1970s, a team of Iranian economists formed in Niavaran, following the Chicago School of Economics in the United States, led by a powerful individual within the structure of the Islamic Republic of Iran. Their main focus was on implementing new economic policies without interference from democratic institutions, as they saw Western democracy as a fundamental obstacle to accumulating more capital. This team gained strength over time and their main goal was not to delve into the details of how this school formed and became effective in the economic and political developments of Iran, but interested individuals can find important information on this topic with a little research. In Iran, both before and after the revolution, both governments had uprooted the roots of democratic institutions. Despite political and ideological differences between Iran and America, both countries pursued a program in political economy: “neoliberalism”. The educational system is the most important part of the ideological apparatus of the state. Ideology was first used as a key term by Marx. From his

Forgotten ones

Society is made up of various classes. In the modern era, drawing a clear line between social classes is not as possible as it was in the past, but this line is still determined based on specific locations. The upper classes occupy certain places and try to prevent the lower classes from getting too close to them. This distinction is evident in cities like Tehran. However, in the past twenty years, in addition to the southern part of the city, a much larger peripheral area has formed around Tehran and Karaj, which is much more populous and neglected than the southern part of Tehran. The experiences I want to share here as a teacher are related to a peripheral area of Tehran called Safadasht, which is part of Malard, and a part of Tehran’s educational district, which is considered part of the southern part of the city.

It is almost certain that understanding that the population of a peripheral city like Malard is greater than provincial centers like Sanandaj or Ilam will seem strange

Thieves who have come with a lantern.

Based on personal experiences as a teacher, I have been closely involved in the changes and developments of the education system from 1386 to 1396 (solar calendar). Over the years, private schools gradually began to grow in more affluent urban areas. Most of the information I have acquired is personal and there is no specific document or evidence to prove it. In a country like Iran, access to these documents is almost impossible. However, through communication with various colleagues in multiple schools, I have become aware of shocking realities.

One of the most bitter and shocking things I heard were statements from school administrators during the years I worked as a teacher. Educational administrators in these deprived areas would informally and in a friendly manner share this information with their colleagues. They would send confidential letters emphasizing not to follow up on students who dropped out of school. They would force parents to pay money and falsely tell them that they were required to pay for electricity and water. They would also pressure parents to pay the desired