نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار گروه تاریخ، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران.
2 کارشناسی ارشد تاریخ، دانشگاه اراک، اراک، ایران.
3 دکتری تاریخ ایران، کارشناس پژوهشگر مرکز مطالعات اقتصادی و سیاسی، دانشگاه شهید بهشتی، تهران، ایران.
کلیدواژهها
عنوان مقاله English
نویسندگان English
the present study aims to present a critical analysis of the discourse in fifth-grade (1962 edition) and sixth-grade (1966 edition) history textbooks during the Mohammad Reza Shah Pahlavi era. The theoretical framework of this research includes Ruth Wodak's ‘Discourse-Historical Approach,’ which, by emphasizing the discursive dimensions of power, ideology, collective memory, and historical representation, examines the processes of legitimation, exclusion, and identity formation in official educational texts. In this study, the fifth and sixth-grade history textbooks were analyzed as the primary discursive sources of the educational system during the Mohammad Reza Shah Pahlavi era. The findings indicate that the educational system of this period employed strategies such as mythologizing ancient kings, eliminating and disparaging the Qajar era, heroizing the Pahlavi dynasty, and emphasizing concepts like "Iranian civilization," "national authority," and "state modernity" to produce a historical memory that served to consolidate the political and cultural legitimacy of the Pahlavi monarchy. From the perspective of Wodak's theory, this process utilized tools such as value-laden vocabulary, one-sided narratives, intertextual repetition, and emotional imagery to shape the dominant historical discourse. This article seeks to provide a basis for analyzing the politics of memory and ideological history education through a critical rereading of these texts.
کلیدواژهها English
