Values and identities in Iranian primary school social studies textbooks: a discursive approach

Saeed Rezaei, Satoshi Abe, Afsaneh Farhang

研究成果: ジャーナルへの寄稿学術誌査読

1 被引用数 (Scopus)

抄録

Textbooks provide the most serious source of knowledge construction and transmission for children at schools. This paper used a discursive and qualitative content analysis approach to extract the dominant values, ideologies and identities in four social studies textbooks taught nationwide to children in primary schools in Iran. Textual and visual analysis were applied on these textbooks and the results showed the saliency of four dominant discourses and values including pre-Islamic ethos and Iranian-Islamic identity, war and peace, social and traditional values in Iranian culture, and respect for diversity. Each of these discourses are discussed and some recommendations are made at the end of the paper to better situate the significance of these values in school textbooks.

本文言語英語
ページ(範囲)396-413
ページ数18
ジャーナルJournal of Beliefs and Values
43
4
DOI
出版ステータス出版済み - 2022

!!!All Science Journal Classification (ASJC) codes

  • 教育
  • 宗教学

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