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Analyzing the discourse of world peace in the textbooks of Iran's educational system based on Lacla and Moff's theory of identification
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Khatere Valikhani    , Akbar Salehi , Seyed Mahdi Sajadi |
| corresponding author : Akbar Salehi, Address:Associate Professor, Department of Philosophy of Education, Faculty of Psychology and Educational Sciences Khwarazmi University, Tehran, Iran |
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Abstract: (523 Views) |
| current research is to critically analyze the discourse of world peace in the textbooks of the Iranian educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period and first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M and focusing on the following questions: What was the status of the world peace discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world peace in educational books and documents has been rejected due to the demarcation between Islamic and non-Islamic, internal and external. Power processes have tried to create militant and vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social and international dimensions. |
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| Keywords: world peace discourse, discourse analysis, identity, textbooks, political discourses |
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Full-Text [PDF 1371 kb]
(106 Downloads)
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Type of Study: Research |
Received: 1400/01/09 | Accepted: 1400/01/09 | Published: 1400/01/09
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