Journal of National Studies
Year:2022 | Volume:22 | Issue:4 (88)|Papers Count:8

Education is one of the most important and influential institutions that implements the identity policy of governments in practice, and educational textbooks are the most important sources that can be used to understand government identity policies. Among the textbooks, the book of Social Education can represent the identity policy of any government more than other books due to its coverage of history, geography and sociology. Accordingly, in this article, the identity policy in the social education textbooks of the first period of high school of Iran is examined in order to recognize the official identity policy. This article examines the politics of identity in the social education textbooks of the first period of high school. The main question is to what extent the content of social education textbooks in the first period of high school has paid attention to different dimensions and trends of identity in Iran? To answer this question, national, ethnic, religious, faction and gender identity policies are examined separately to test the hypothesis that the content of first period of high school social education textbooks shows a mismatch and imbalance in attention to different dimensions of identity policy. The research method is based on the technique of qualitative content analysis with a deductive approach and three books of social education in the first period of high school that were taught in Iranian schools in 2020-2021 have been studied. The results and findings indicate that there is no necessary balance in the various dimensions of identity policy in the considering books.

Historical national architecture is one of the important components of cultural heritage and national identity. One of the tasks of educational systems is to teach students this national cultural heritage. This study has done with quantitative and qualitative study of the presence of Iranian national architectural works in elementary school textbooks by content analysis method. The statistical population was all four first year’ s textbooks of elementary school in the country. The results show the disproportionate distribution of national historical architecture in textbooks, so that in some grades more and in some less this issue has been addressed. Also, the available images were often without mentioning the name and details of the building. In some images, the relationship between the images and the subject is not properly explained, and this can lead to passing through these images and not using their educational content. The use of specialists for a comprehensive classification of all the different function of national historic architectural buildings and the appropriate distribution of these items in the textbooks of all educational levels is also recommended.

Iran has been a country and a nation with different ethnicities, religions and languages throughout its history. This ethnic diversity requires appropriate management and policy in the geographical area. Accordingly, the purpose of this study was to present an ethnic policy model in the Islamic Republic of Iran with a grounded theory approach. The method of the present study was applied in terms of purpose and grounded theory in terms of qualitative implementation method. The present study population included experts and experts in the field of ethnic policy. The sample of the research was determined according to the theoretical saturation of the data in the qualitative research, and based on this, the number of interviews was completed with 15 people. The sampling method was purposive. The data collection tool in this study was a semi-structured interview and data analysis was performed in the form of open, axial and selective coding. The results showed that the appropriate model of ethnic policy in the Islamic Republic of Iran is based on 6 categories: 1. Causal categories (cultural, political-security); 2. Interfering conditions; 3. Beds; 4. Axis, 5. Strategies (cultural, economic, political and security) and 6. Consequences (economic-cultural, political-security). based on the 6 categories of the foundation method, finally the four main components of national identity, religious identity, citizen-centered and justice-oriented were identified as the most important components. By combining the above 4 components; The model of "Iranian-Islamic pluralism" was introduced as a desirable model of ethnic policy in the Islamic Republic of Iran.

English language teaching (ELT) in Post-revolutionary Iran has experienced ups and downs. One of its recent significant changes is the mention of its teaching in two significant educational and development documents, namely the fundamentaldocument of transformation and the national curriculum document adopted in the Supreme Council of the Cultural Revolution. According to these documents, the foreign language education is on condition that its teaching stabilizes and strengthens the Islamic and Iranian identity. Following the ratification of these two documents, which has been accompanied by various criticisms, a new series of school textbooks were developed on the basis of this condition. Due to the importance of this development, in this paper, the attitudes of a number of ELT specialists have been gathered and qualitatively analyzed. The findings reveal that there are two opposing attitudes on the topic. The first one which is against any ideological teaching of English and regards it as an unscientific and illogical approach and the second one which is in favor of this position and not only regards it as a logical approach, but an essential one. Undoubtedly, paying attention to these attitudes not only will be useful for the process of English language education policy and planning in Iran, but will be efficient in its evaluation.

The research focuses on the Lors and presents the definition and explanation of the concept of national identity, the elements of Iranian national identity and the attachment of the Lors to the Persian language component in the Pahlavi era(1921-1979). There are living the various language groups in Iran, these groups have a constructive and prominent role in solidarity and strengthening national identity. The Lors are very similar to Persian in terms of language and dialects, and in terms of population dispersion and residence in more than eight provinces of the country, and historically and culturally consider themselves Iranian. The existence of Iranian views of Lors, the identifying elements of Islam and Shiism, Persian language, history and land of Iran caused them to play an active and influential role in various issues of Iran. Lors with the most efficient Persian language tools; Among the lasting masterpieces of Ferdowsi, Saadi, Hafez, Nezami and Rumi in the richness and the spread of Persian as a supra-dialectical language in Iran and the language of communication and interaction of Iranians played a great role in national solidarity. In the Pahlavi era, the Persian language was considered as a stable component of identity building and consciously for conducting administrative, official and scientific correspondence. The study examines the role of Lors in strengthening national unity in Iran, in the form of the hypothesis "Lors along with local Lori dialects using Persian as the official language of correspondence, administrative system, education, national and colloquial written works and sources, a fixed role "They have had national unity in strength. "; Therefore, according to the nature of the subject, the research is descriptive-analytical and the method of data collection is library, documentary and Internet.

The purpose of this study was to construct and consider the validity and reliability of the Iranian/Islamic Identity Scale and its relationship with the self-esteem of students aged 18-25. The method of this study was mixed research with exploratory sequential design and tool development model. In the qualitative phase, 11 specialists in the field of psychology and Islamic education were selected by the snowball sampling method and in the quantitative phase, 262 students at universities in Tehran province were selected by the available sampling method in the academic 1398-1399. Semi-structured interviews were used to collect data in the qualitative stage and the Iranian/Islamic identity and self-esteem questionnaire was used in the quantitative stage. For data analysis of, qualitative method, Colaizzi’ s method was used in the qualitative stage and the confirmatory factor analysis method was used in the quantitative stage with the help of AMOS24 software. First, the Iranian/Islamic identity questionnaire was designed based on the findings of the qualitative section. Confirmatory factor analysis showed that the three factors of Iranian identity, Islamic identity, and Iranian/Islamic identity fit well with the collected data. The reliability of the three factors and the whole questionnaire with Cronbach's alpha method was 91%, 96%, 98%, and 98%, respectively. Also, the correlation of the total score of the Iranian/Islamic identity questionnaire with the self-esteem score was positive and significant. This questionnaire can be used in research activities to measure the Iranian/Islamic identity of students aged 18-25.

Environmental degradation threatens human life. This paper uses survey method to investigate the environmental behavior of students of humanities in Shiraz University (in the academic year 2019-2019) and its relationship with national identity and its dimensions (territorial, political, historical and cultural). A total of 400 students were selected as the sample size and cluster sampling was used. Environmental behavior questionnaire used by Mirfardi et al. (2017) and the questionnaires of national Identity that used by Mirfardi and Valinezhad (2018) were used. To assess the validity of the questionnaire, construct and face validity and to evaluate its reliability, Cronbach's alpha method was used. Data were analyzed by SPSS software. The results showed that the environmental behavior variable had a direct and significant relationship with the variables of national identity and the political dimension of national identity at the level of 95% and with the historical dimension of national identity at the level of 99%. Also, environmental behavior had a significant difference at 99% level according to the educational level. Independent variables explained 10% of the dependent variable changes. The result is that national identity, and especially its historical dimension, plays an important role in responsible environmental behavior.

This paper uses a meta-analysis to comparatively evaluate the factors related to childbearing in Iran studies. The analysis is based on 26 studies, which 16 are about fertility desires and 10 are about childbearing attitudes. The results suggest that several factors have negative effect on fertility desires named: education, marriage age, and number of children, social-economic participation, and individualism, attitude to employment, foreign media and internet. As well as, age, rural living, income, religiosity, social protection, number of siblings, and life quality have positive effect on fertility desires, which among them individualism (-0/296) and number of children (-0/224) have the most effect sizes. The results also suggest that income and age difference between spouses have positive effect on childbearing attitude and cultural investment, education, social-economic status, age, and virtual networks have negative effect on childbearing attitudes, which income (0/272) and age (0/258) have the most effect sizes. Therefore there are a lot of social factors which have important role in determining childbearing in Iran and social planners should pay attention to them.