Analyzing the Content of Elementary School Textbooks to Identify the Components of National Identity Based on High-level Documents Situation Analysis Approach

Document Type : Scientific - Research

Authors

1 Ph.D. Student in Curriculum Planning, Department of Educational Methods and Counseling, Faculty of Educational Sciences and Psychology, Islamic Azad University, Central Branch, Tehran, Iran

2 Assistant Professor, Department of Education and Counseling, Faculty of Educational sciences and Psychology, Islamic Azad University, Central Branch, Tehran, Iran

3 Assistant Professor, Department of Educational Methods and Counseling, Faculty of Educational Sciences and Psychology, Islamic Azad University, Central Branch, Tehran, Iran

4 Professor, Department of Curriculum Studies, Allameh Tabatabai University, Tehran, Iran

Abstract

Objectives: The purpose of the current study is to identify the components of national identity in primary school textbooks with an emphasis on the document of the fundamental transformation of education and the document of Iran’s national curriculum.
Materials and Methods: : In this study, the thematic analysis method was used to analyze the text of the high-level documents and textbooks. The sample examined in this study includes Social Studies and Heavenly Gifts textbooks. These books have been chosen because they are the most capable of carrying the concepts of national identity. The unit of analysis (recording) in this study is the theme, image, map, and the unit of context is textbooks. To determine the validity of the qualitative content analysis method with an inductive approach (theme analysis), the books and high-level documents were reviewed in two stages; one after 10 to 50% of the categorizations were completed and the second time at the end of the research.
Discussion and Conclusions: In this study, 150 concepts, 30 subcategories, and 9 categories were extracted from the text of the books. The most important components of national identity are the introduction of different cultures; history and identity of ethnic groups; introduction of cultural heritage; introduction of famous people; reflecting the style of coverage of ethnic groups and regions; languages of Iranian people; religion and religious pluralism; introduction of festivals and religious rituals of all people and regions. The results of this study show that planners can strengthen national identity in primary school students by making policies based on the elements of national identity and providing appropriate content in textbooks.

Keywords

References

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