Identification the status of citizenship education curriculum in the Iranian Education System with the Approach of Fairclough Critical Discourse Analysis

Subject Areas : Research in Curriculum Planning

sajad babakhani ¹ , Akbar Salehi ²

1 - Ph.D. Graduated in philosophy of education, Univercity of kharazmi, Tehran. Iran
2 - Associate Prof., Department of Philosophy of Education, Faculty of Education and Psychology, Kharazmi University

Received: 2021-11-09 Accepted : 2025-01-12 Published : 2025-03-08

Keywords: cutticulum, critical discourse analysis, citizenship education, post-revolutionary discourses, Iranian education system,

Abstract :

The present study was conducted within the framework of critical discourse analysis with the aim of identifying the place of the citizenship education curriculum in the Iranian education system in five discourses of “sacred defense, construction, reforms, justice-centeredness, and moderation” after the Islamic Revolution. In this study, the data collection method was documentary and library research. The sampling method was purposive sampling, and the historical period studied was from 1360 to 1400 in five main discourses after the Islamic Revolution. To answer the research questions, texts and documents related to the category of citizenship education in the time periods of the five discourses were analyzed using Norman Fairclough’s method at three levels of “text description,” “analysis of production and interpretation processes,” and “explanation of social context.” The research findings indicate that serious and contemporary signs of citizenship education components are not found in the curriculum of the education system of the discourses of sacred defense and construction. However, in the curriculum of the three education systems of recent reformist, justice-oriented, and moderate discourses, attention to citizenship education has grown significantly, although in each discourse, some elements and components of it have been neglected. The education system has been unable to present a balanced and comprehensive picture of citizenship education during various discourses and has not been able to shape citizenship behaviors in students in a desirable way. Therefore, providing the necessary conditions for paying more attention to the various dimensions of citizenship education in the curriculum of the education system seems necessary.

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