بازنمایی نقش‎های جنسیتی در کتاب‎های تاریخ دانشگاهی ایران دوره میانه بر مبنای رویکرد تحلیل گفتمان وندایک

ایدئولوژی ها نظام های باورهای بنیادین یک گروه و اعضایش هستند که با ایده های اجتماعی و سیاسی سروکار دارند و به سلسله مراتب اجتماعی و مناسبات قدرت معنا می‌دهد و صورت‌بندی‌های نابرابر اجتماعی فرهنگی مانند جنسیت را طبیعی کرده و حقیقی می‌سازند. رویکردهای تحلیل گفتمان، متن را عرصه تجلی ایدئولوژی پنهان در زبان در نظر می‌گیرند که طبق رویکرد وندایک در راهبرد ایدئولوژیکی فاصله، نویسندگان با تاکید بر نکات مثبت «ما»، ویژگی های مثبت «آن ها» را به حاشیه می رانند. روایت گذشته در متون آموزشی تاریخ نیز مجالی برای بازنمایی این برساخته‌های ایدئولوژیک است که در شیوه‌های روایت و گزارش و بیان واقعیت گذشته خود را پنهان می‌کند. مساله مقاله حاضر آشکارسازی چنین راهبردهایی در بازنمایی نقش‌های جنسیتی در کتاب‌های دانشگاهی تاریخ ایران در دوره میانه از سامانیان تا قراخانیان در انتشارات سازمان سمت و ترجمه تاریخ ایران کمبریج است. به منظور آشکار ساختن تفاوت های احتمالی در نگاه نویسندگان ایرانی و خارجی به نقش زنان در تاریخ ایران دوره میانه، چهارکتاب درسی بومی و دو کتاب مرجع غیربومی مرتبط به‌عنوان پیکره داده ها به صورت کمی، کیفی و تطبیقی مورد بررسی قرار گرفته است. در این تحقیق مشخص شد با توجه به این که نویسندگان کتاب های تاریخ بومی و غیربومی مورد مطالعه قرار گرفته، از جنس مذکر هستند و ایدئولوژی های معاصر، نابرابری جنسیتی در تاریخ را بدیهی و طبیعی تلقی می‌کند، از مردان به‌عنوان گروه «ما» و از زنان به عنوان گروه «آن ها» یاد شده است.

Representations of Gender Roles in University Textbooks on Iranian Medieval History based on Van Dijk’s Discourse Analysis

Ideology is the essential belief of a group with special political, social and religious opinions. This study follows Van Dijk’s discourse analysis approach which introduces the distancing strategy to explain the ways in which writers promote the positive characteristics of “us” by marginalizing the positive characteristics of “them”. Historical accounts in educational textbooks are, likewise, a place for the representation of such ideological constructs which are hidden in the accounts and narratives of the realities of the past. The present paper studies Persian and translated history textbooks (on the Samanid, Ghaznavid, Saljuqid, and Qarakhanid periods) in which the gender differences between men as “us” and women as “them” can be detected. The findings of the paper indicate that, firstly, both Iranian and foreign authors have mentioned few names of or roles for women, and, secondly, both groups of writers only emphasize the role of women in connection to marriage, and, thus, ignore the important part women played in Iranian history. This biased representation of women in history textbooks, which, ultimately, favours men, affects the students’ perception of gender roles. Extended Abstract IntroductionVan Dijk (2004) believes that ideologies, as a system of the ideas of social movements and groups, not only reflect different groups’ understanding of the world but are also a basis for the social action of all members of the group. Jaan Mikk (2000) holds that textbooks shape the destiny of a nation. They reflect ideological, gender and social policies of a country. The present study adopts Van Dijk’s approach to comparing gender representations in four textbooks written by the Iranian historian Abolqasem Forouzani on Iranian history and two other history books in The Cambridge History of Iran series on the same period translated by Hassan Anousheh.  Theoretical FrameworkVan Dijk’s approach is adopted in the present article to study the representations of gender in some Iranian history textbooks written by Iranian and Western historians. In this study men are referred to as “us” and women as “them” and the ideology of gender is investigated in both groups of textbooks.  MethodologyAll the words used in both groups of books were counted and the ones related to men and women were identified in order to be compared in both groups. The ttest was conducted to see whether the differences were significant or not.  Discussion and AnalysisCompared to nonIranian historians, Iranian historians, influenced by the scholars of Iranian medieval period, have used men’s names more than the women’s in their accounts of historical events. According to Van Dijk, power and dominion can be expressed by marginalizing some members of the group, which is usually carried out by ignoring them or not accepting them. In the textbooks by Iranian historians, women are depicted as submissive and unimportant, resulting in underestimating their role throughout history. ConclusionThe findings of the present study indicate that the ideology of gender inequality in university history textbooks in Iran underestimates the role of women in the history of the country by noncritical reconstruction of gender roles in Iranian medieval history. Moreover, it plays a great part in shaping the worldview of university students toward gender roles. Given the significant role of school and university textbooks in institutionalizing different ideologies in students at schools and in universities, the findings of this study can help us understand the ways in which ideologies are reproduced in the history books by Iranian authors and the translated history books written by nonIranian historians and scholars. BibliographyBoth, A. 2003. Teaching History at University: Enhancing Learning and Understanding. London: Blackwell.Boyle, J. A. 1385 [2006]. Tarikhe Iran Cambridge az Amadane Slajuqian ta Forupashie Dowlate Ilkhanan. H. Anousheh (trans.). Tehran. Amirkabir.Forouzani, A. 1389 [2010]. Qarakhanian, Bonyangozaeane Nokhostin Selselehye Torke Mosalman dar Fararud. Tehran: SAMT.Forouzani, A. 1390 [2011]. Tarikhe Tahavolate Siasi, Edjtema’i, Eqtesadi va Farhangie Iran dar Dowrehye Samanian. Tehran: SAMT.Forouzani, A. 1393 [2014]. Saljuqian az Aghaz ta Farjam. Tehran: SAMT.Forouzani, A. 1395 [2016]. Ghaznavian az Paydayesh ta Foroupashi. Tehran: SAMT.Frye, R. N. 1385 [2006]. Tarikhe Iran az Forupashiye Dowlate Sasanian ta Amadane Saljuqian. H. Anousheh (trans.). Tehran: Amirkabir.Miles, J. 2004. ‘Become the Man that Women Desire’: Gender Identities Dominant in Email Advertising Language. London: Sage.Taylor, F. 2003. “Content Analysis and Gender Stereotypes in Children’s Books” Teaching Society: 31.Van Dijk, Teun A. 2004. Ideology and Discourse. London: Sage Publication