Constructing the Citizen: A Content Analysis of Iran’s ۱۲th-Grade Social Identity Textbook

This study offers a qualitative content analysis of Iran’s ۱۲th grade Hoviat e Ejtemāʿi (Social Identity) textbook, positioned at a critical stage of adolescent identity formation. The book blends universal sociological concepts with a specific “Iranian–Islamic–Revolutionary” narrative, moving from foundational notions of human action and culture to identity theories and, ultimately, to the cultural, political, economic, and demographic dimensions of Iranian identity. Its tone shifts from descriptive to prescriptive, introducing normative criteria such as “evaluating cultures based on truth” and “reproduction of social identity” to reinforce a state sanctioned identity framework. The analysis highlights a “hidden curriculum” whereby analytical and visual sections are excluded from national exams, favoring rote memorization over critical inquiry. While the textbook’s coherent structure supports its normative aims, its monolithic vision underrepresents Iran’s internal ethnic and cultural diversity. The paper frames the textbook as a highly effective instrument of Foucauldian governmentality, shaping citizens who internalize a predefined collective self. Recommendations include aligning assessments with analytical pedagogy, incorporating pluralistic perspectives, and fostering comparative, critical engagement with global identity models.

Keywords:

Curriculum Analysis , Social Identity , National Identity , Sociology of Education , Iranian Education System , Textbook Analysis