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

Abstract

ABSTRACT 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.