Critical Discouse Analysis of National Identity Formation Models in Persian Text Books of the First Middle School

Considering that textbooks are one of the main tools for creating discourse order in societies, critical discourse analysis of school books is indispensable. The content and educational resources of schools play a very significant role in the formation of the mental structures and of the identity. Persian books are one of the most suitable tools for discourse prescription due to their special narrative-rhetorical and persuasive appeals. Social activists or group members, willingly or unwillingly, are attracted to hidden ideologies in naturalized discourses and use them in their attitudes, daily interactions, and actions. Since the naturalized discourses are reproduced unconsciously and through the ideological tools of power, it is necessary to describe their articulation. Nationalist discourse is a very prominent discourses in textbooks. Van Dijk's (2003) discourse model, which examines the discourse system through alienation and integration in "our group" and "their group", is very suitable for describing the articulation of nationalist discourse patterns. Also, Van Dijk's ideological square, which represents positive self-presentation and negative other-presentation, is very effective in describing national discourse propositions. Therefore, in the present research, using Van djike's discourse analysis, we have investigated the nationalist discourse in Persian textbooks of the first middle school (7th-8th-9th).
Introduction:
Textbooks serve as crucial instruments in shaping social discourse and collective identity within societies. This research emphasizes the significance of Critical Discourse Analysis (CDA) in examining textbooks, especially Persian language textbooks, due to their narrative appeal and rhetorical influence. These educational texts are powerful tools for promoting specific narratives and ideological frameworks. The study illustrates how latent ideologies within these texts often unconsciously influence social interactions and students’ attitudes.
Materials and Methods:
This study employs van Dijk's discourse model (2003), which focuses on the concepts of alienation and integration within group dynamics. Specifically, it distinguishes between “us” (our group) and “them” (the other group). This framework is utilized to analyze nationalist discourse patterns present in Persian textbooks for middle school students (grades 7-9). Additionally, van Dijk's “ideological square,” which contrasts positive self-presentation with negative other-presentation, serves as a key analytical tool for understanding nationalist discourse.
Results and Discussion:
The analyses reveal that the discursive order in these textbooks employs three fundamental strategies to construct national identity, aligning closely with van Dijk's discourse theory:

Reproduction of Shared and Naturalized Ideologies: For instance, in the lesson “Mutual Services of Islam and Iran” (Grade 7: 109), the reproduction of naturalized ideologies is evident through statements like:
"Iran, illuminated by its inclination towards Islam, stood alongside other Islamic nations, leading them as the torchbearer of a splendid civilization known as Islamic civilization."
This exemplifies how historical narratives are used to reinforce a sense of belonging and shared identity among students.
Alignment with Contrasting or Alien Ideologies: In the lesson “Coexistence with Motherland” (Grade 9: 60), statements promote national solidarity and mitigate ethnic tensions. The text asserts:
"We have Iranian Arabs, Iranian Turks, Iranian Persians, Iranian Kurds, Iranian Assyrians, Iranian Armenians… we are all Iranians… being Iranian is fundamental."
Such assertions foster unity among diverse ethnic groups within Iran while emphasizing a collective national identity.
Rejection of Contrasting or Alien Ideologies: This is prominently featured in various texts. For example, in the lesson “Flag Bearers” (Grade 8: 81), descriptions of Basij and army youth as “our group” versus enemies as “their group” illustrate this rejection. The narrative states:

"During the imposed war, the vast multitude of Basij youth and the brave soldiers transformed this divine expanse into a solid foundation and an impregnable barrier against the savage onslaught of Saddam and his American supporters."
Here, positive attributes such as bravery are assigned to “our group,” while negative traits are attributed to “their group,” reinforcing the dichotomy.
These strategies collectively demonstrate how textbooks utilize discursive order to shape and reinforce national identity.
The Role of National Symbols
National symbols, such as heroes, martyrs, and cultural icons, are integral to constructing a national discourse within these textbooks. They create a semantic network connecting various aspects of national identity, including geography, history, and culture. Authors leverage these symbols alongside narratives of prominent figures’ struggles against foreign adversaries to convey a prescriptive model of national identity to students.
For example, historical figures like Mahmoud Hesabi or Nima Yushij are referenced not only to celebrate their contributions but also to link them with broader themes of national pride and resilience. By portraying these individuals as embodiments of national values such as intelligence, sacrifice, and loyalty, the textbooks reinforce a collective memory intertwining Iranian identity with Islamic values and revolutionary ideals.
Conclusion:
The interplay between language, media, and society constructs national identity through discourse, gaining power when employed by influential community members. This process operates through naturalization, but CDA can deconstruct it and reveal underlying ideologies. Persian textbooks utilize three main strategies to shape national identity consistent with van Dijk's theory:

Reproduction of Shared Ideologies
Alignment with Opposing Ideologies
Rejection of Alien Ideologies

These textbooks emphasize positive aspects of “our group” while attributing negative traits to “their group”. Findings indicate that national discourse is reinforced through historical narratives, references to national cultural figures, and emphasis on unity among diverse ethnic groups in Iran. This study highlights the significance of CDA in understanding how collective identities and social perceptions are formed, while advocating for a more comprehensive approach to educational content across all levels of schooling.
In summary, this research underscores how educational materials shape perceptions of identity through carefully constructed narratives that promote nationalism while marginalizing alternative viewpoints. By analyzing these texts through critical discourse analysis, we gain insights into the mechanisms through which ideologies are disseminated and internalized within society.