تحلیل گفتمان بازنمایی غرب در کتب درسی دوره متوسطه دوم نظری

هدف این پژوهش، شیوه بازنمایی غرب در کتب درسی دوره متوسطه دوم نظری جمهوری اسلامی ایران مورد بررسی قرار گرفته است. این تحلیل با استفاده از نظریه بومی‌گرایی و روش‌شناسی تحلیل گفتمان انتقادی تئون ون‌دایک انجام شده است. در بین کتاب‌های درسی دوره متوسطه دوم نظری، هشت کتاب انتخاب و از آنها در مجموع، 90 گزاره استخراج و نقد و بررسی شدند. با استفاده از نظریه بومی‌گرایی پنج مقوله در مورد غرب استخراخ و گزاره های انتخاب شده از کتاب‌ها مورد بررسی قرار گرفت. نتایج تحلیل داده‌ها نشان داد نویسندگان بر اساس گفتمان بومی‌گرایی، غرب را بازنمایی کرده‌اند. در این متون، مقوله‌های «هویت غرب»، «مدرنیسم»، «ارزیابی دیگری« و «فرهنگ و باورهای غرب» با ویژگی‌های منفی بازنمایی شده است. اما در مقوله علم و تکنولوژی، نگاه نویسندگان به غرب متفاوت است. بنابراین همه ویژگی‌های غرب منفی بازنمایی نشده‌اند. ازاین‌رو می‌توان نتیجه‌گیری کرد در گفتمان بومی‌گرایانه متون درسی، بین فرهنگ و ارزش‌های غرب با علم و تکنولوژی آن می‌توان تمایز قائل شد؛ تکنولوژی را به خدمت گرفت و نوگرایی، سکولاریسم و اومانیسم را طرد و نفی کرد.

a discourse analysis of the representation of the west in the iranian senior high school textbooks

problem statement: confrontation with the ‘west’ is one of the most important events that have affected the life of the iranians, and many believe that this issue is a fundamental challenge. on the one hand, this confrontation has familiarized the iranians with global developments and has caused them to be influenced by materialand spiritual achievements of modernity; on the other hand, it has created a densebewilderment and extensive gaps in different areas of iranian life, especially incultural and social arenas. simultaneous with this confrontation, the representation ofthe west has also become a substantial part in the iranian-islamic culture, politics andsociety.taking a position against ‘the west’ and ‘modernity’ as well as determiningthe position of the west in the new world order is part of the main issues facedby different iranian currents of thought. assuming a stance for or against thewest has been the central element of thinking about the non-iranian worldsince the constitutional revolution. therefore, the knowledge of the west andmodernity has continued to be an important issue for the thinking in the iraniansociety before and after the islamic revolution.one of the most important cultural parts of iranian society after the islamicrevolution, which can be a platform for examining the way of thinking aboutthe west, is the content of instructional textbooks. the researchers andspecialists of curriculum planning in iran examine and compile the contents oftextbooks considering various challenges. in fact, in the process of textbookscompilation, the examination of the west has always been counted as one ofthe central challenges of iran. therefore, the representation of the ‘west’ in the texts of the educational books in the islamic republic of iran can be traced as an important part of the cultural infrastructure of the iranian society.it seems that in order to understand the role of textbooks in shaping the mental images and impressions of the iranians and their interpretation and judgment of the west, it is necessary to examine how the west is represented in these works simply because many judgments and individual and social attitudes of iranian society can be formed by such texts. in line with the above argument, the current study seeks to answer the question of how the west has been represented in iran's senior high school textbooks.theoretical framework of the study: the theoretical framework of this research has been derived from the theory of nativism. in its broadest sense, nativism is a doctrine that calls for the return to, recovery, or continuation of indigenous cultural customs, beliefs, and values. respecting the authentic identity of the insider is at the center of the discourse of nativism. nativism usually evaluates itself against the other. it also emphasizes the belief in the superiority of ‘one's’ thoughts over ‘other's’. the nativists usually criticize the western way of thinking, which is modernity and includes the doctrines that were raised in the west after the enlightenment movement and protestantism. in the discourse of nativism, modernism is the technical aspect and objective achievements of western civilization. this part of the western civilization is always discussed in the nativist theories. in the discourse of nativism, the source of many social and cultural corruptions in contemporary iran is the ignorance of traditional beliefs and values and the thoughtless adaptation and extreme imitation of western culture and beliefs.method: in this research, the discourse governing the compilation of textbooks in iran about the west has been critically examined. in order to select the categories of this research, by examining the sources that discuss the concept of the west, the categories and indicators of the west were first collected through inductive and comparative methods. after consulting with experts, the categories were then categorized. it should be pointed out that discourse analysis was carried out drawing upon van dijk's method. it is obvious that in order to explain van dijk's discourse analysis method, knowledge of the textual signs and linguistic elements of the texts is a must. according to van dijk, if ideologies are to be learned, expressed, reinforced, and reproduced through discourse, we must seek to find strategies, signs, and linguistic elements that are reproducible in the context of discourse. therefore, in order to analyze the discourse of textbooks, each text of the textbooks that was selected and grouped into the established categories was analyzed using van dijk's socio-cognitive discourse analysis.the materials of the study included the senior high school textbooks of current use in the islamic republic of iran. eight textbooks out of the senior high school subjects published in 1400 were randomly selected. then a total