تبيين ساز و كارهاي مولفه هاي جامعه پذيري كتاب هاي فارسي دوره ي ابتدايي در چارچوب تحليل انتقادي گفتمان

Detecting and Explaining Socialization Features in the Elementary Farsi Textbooks in Iran within the Framework of Critical Discourse Analysis (COAl

Introduction The human being is only the creature that fulfills inherent essence by system of education. Socialization is a main goa] of education. Socialization is accomplished through various institutions. The main institutions of socialization consist of: family, school, peer group. mass media, ideology and government. School is an important institution for socializing of children. Socilizing of children in schools is accomplished through friends, peer groups, teacher and textbooks. The elementary textbooks play an important role in implementing socialization processes. Socialization features (values, norms, roles, etc.) in textbooks are demonstrated through distinct mechanisms. The contexts of elementary that text book that usually consists of socialization features influence the studentsʹ thoughts and behaviors. It is important to determine and clarify how these materials influence the students. Critical discourse analysis (CDAl is an area of scholarship. CDA intends to reveal the interaction between language, power and ideology inherent in language: therefore CDA discovers discursive features capable of exerting power and telling ideology through them. Research Questions I. What are explicit socialization features III Farsi textbooks of elementary school? 2. What are hidden socialization features In Farsi textbooks of elementary schools? 3. What are omitted socialization features in Farsi textbooks of elementary schools? 4. Are there differences between Farsi textbooks of elementary school from the point of view of discursive features for socializing of children? Method A mixed design method (qualitative and quantitative) has been used to conduct this research. This research has many characteristics of quantitative paradigm like using of numbers and objective perspective and a characteristic of qualitative paradigm like discovery. In text analysis researchers encountered datum that did not include either of previous definite categories. According to many witnesses, a new category entitled "environmental values" was added to existing categories. Sampling was purposive and coordinated with research goals. Population were all of Farsi textbooks of elementary school in 20052006. In this study the Farsi textbooks (grade I, 3, 5) used in Iranian elementary schools have been analyzed using Van Leeuwenʹs (1996) modified model of discursive and socialization features. This research was conducted in the following stages: 1. All of texts of Farsi textbooks (reading book) grade I, 3, 5 of elementary school were examined. 2. According to discursive features of Van Leeuwenʹs model, discursive statements became distinct. 3. Discursive features were extracted. 4. Then values, norms and roles of social actors represented in texts like stories, poems and photos were determined. These features may been in one statement or in one paragraph or in one lesson explicitly or implicitly. 5. The Chi-square (X") procedure was used to measure the possible statistical differences between the socialization and discursive features. 6. Then results was interpreted. 7. Inter-rater reliability and Intra-rater reliability were calculated for more confidence of results. Correlation coefficient in inter rater reliability was .87, P= .01 and in intera-rater reliability was .85, P=.OI Results In answer to question one: 1. Religious values in each book had the most frequency. In Farsi grade l , environmental and political values had the second rank and the third rank. Individual theoretical and familial values with the same frequency, had the fourth rank and, economical, art, social, national values came as the last rank. In Farsi grade 3. theoretical and individual values had the second rank and environmental, social, political, art, national, economical and familial had the next ranks. In Farsi grade 5, individual values had the second rank and social and political values the third rank and theoretical, art, national, economical, familial and environmental values followed. Norms had less frequency than values. Social manners, social morals, social laws and regulations had the highest frequency in textbooks. Traditional gender roles had the highest frequency. In answer to question two: 2. Religious values, political values and traditional roles were mostly hidden in textbooks. Most women were housewives. They did house work. Sons played with cars and daughters played with dolls. In answer to question three: 3. Globalization values, folklore, social ceremonies and new roles (except one discourse) were totally omitted. In answer to question four: 4. There were differences between quantity and kind of discursive features in Farsi textbooks. Frequency of hidden inclusion, abstraction. genericization and overdetermination were less than explicit inclusion, objectivation, specification and single determination. Conclusion Religious values had the first rank and political values had the next rank. These findings corresponded with internal and external researches that power and ideology are coded in language. Elementary period is the most important period of education for children. Children in this period will learn obedience from masters of power and governmental and social laws. Men are represented more than women and traditional roles were been more than new roles. These findings correspond with internal and external researches. In textbooks. women are always reinforced with emotional and passive roles. Women are sometimes limited with their home and their family but men are concerned with power, politics and wealth. Frequencies of hidden inclusions were less than explicit inclusions. Authors of Farsi textbooks didnʹt try to hide ideology; on the contrary their goal was showing that ideology. Globalization values and folklore are omitted from discourses of elementary textbooks; country of Iran is formed from different tribes. It is necessary to know different cultures of Iran and students should become familiar with Iran tribes and globalization values in textbooks.