چکیده مقاله
This study offers a qualitative content analysis of Iran’s 12th grade Hoviat e Ejtemāʿi Social Identity textbook, positioned at a critical stage of adolescent identity formation The book blends universal sociological concepts with a specific “Iranian–Islamic–Revolutionary” narrative, moving from foundational notions of human action and culture to identity theories and, ultimately, to the cultural, political, economic, and demographic dimensions of Iranian identity Its tone shifts from descriptive to prescriptive, introducing normative criteria such as “evaluating cultures based on truth” and “reproduction of social identity” to reinforce a state sanctioned identity framework The analysis highlights a “hidden curriculum” whereby analytical and visual sections are excluded from national exams, favoring rote memorization over critical inquiry While the textbook’s coherent structure supports its normative aims, its monolithic vision underrepresents Iran’s internal ethnic and cultural diversity The paper frames the textbook as a highly effective instrument of Foucauldian governmentality, shaping citizens who internalize a predefined collective self Recommendations include aligning assessments with analytical pedagogy, incorporating pluralistic perspectives, and fostering comparative, critical engagement with global identity models
کلیدواژهها
نویسندگان
Morteza Kordrostami
School of Educational Science and Psychology, Shiraz University
شیوه ارجاع
Kordrostami, Morteza,1404,Constructing the Citizen: A Content Analysis of Iran’s 12th-Grade Social Identity Textbook,24th International Conference on Psychology,Counseling,and Educational Sciences.
ارائهشده در
مجموعه مقالات بیست و چهارمین کنفرانس بین المللی روانشناسی، مشاوره و علوم تربیتی30 آبان 1404