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Abstract This study investigates the transformative potential of translated texts as tools for intellectual resistance and pedagogical innovation within authoritarian academic systems, focusing on Iran’s political science departments. Employing a qualitative, interpretative approach grounded in a synthetic theoretical framework, the research draws on semi-structured interviews with professors and lecturers from leading Iranian universities. The analysis identifies “hidden cultural codes” embedded in translated English texts that educators strategically utilize to repoliticize depoliticized curricula, foster critical inquiry, and nurture democratic values. Findings reveal that these texts serve as valuable educational resources that promote analytical engagement while also acting as vehicles of intellectual resistance that challenge state-imposed ideological constraints. By embedding alternative narratives of political agency and civic participation, translated works transform classrooms into spaces of quiet subversion, enabling students to critically interrogate power structures. The study highlights the paradox of state-sanctioned translations, wherein officially approved materials become unintended instruments of critique. This research contributes to broader discussions on the intersection of translation, education, and resistance under authoritarian regimes, offering insights into how knowledge production can contest hegemonic control. It underscores the enduring capacity of critical scholarship to navigate restrictive environments and advocates for further exploration of similar dynamics in other constrained academic settings.
Arash Beidollahkhani (Sat,) studied this question.