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Subverting educational hegemony through translation: the role of translated texts in fostering counter-hegemonic pedagogy in authoritarian academic contexts

Crossref DOI link: https://doi.org/10.1007/s12564-026-10125-x

Published Online: 2026-06-06

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Beidollahkhani, Arash https://orcid.org/0000-0002-8295-7142
Funding

Funding for this research was provided by:

Gerda Henkel Foundation (AZ 36/FI/23)
License Information

Text and Data Mining valid from 2026-06-06

Version of Record valid from 2026-06-06
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Article History

Received: 21 February 2025

Revised: 29 March 2026

Accepted: 19 April 2026

First Online: 6 June 2026

Declarations

:

: The author has no conflict of interest to report.

: This study was conducted in full compliance with the ethical guidelines and regulations set forth by Springer and The Asia-Pacific Education review. All research procedures adhered to the ethical principles of the University of Manchester and the Hannah Arendt Institute for Totalitarianism Studies at TU Dresden. Informed consent was obtained from all participants, and strict confidentiality measures were implemented to protect the anonymity of interviewees, ensuring adherence to global ethical research standards. This research did not involve any experiments on human participants or animals.

: All participants provided consent for the publication of study findings.

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