نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
National identity is a key concept in understanding human societies. It embodies a sense of belonging to shared cultural symbols and codes-such as norms, values, language, religion, literature, and collective history-that distinguish a society and strengthen cohesion (Ghasemi & Ebrahimabadi, 2011, p.118). It includes cognitive, value-based, and emotional dimensions: the cognitive aspect helps individuals recognize their place in a broader community; the value-based aspect promotes social participation; and the emotional aspect shapes attitudes toward “self” and “other” groups (Zhelanova, 2021; Aretov, 2022).
Iran’s multicultural nature-formed through the historical presence of diverse ethnic and religious groups-has produced multiple subcultures with distinct identities (Ghasemi & Ebrahimabadi, 2011, p.108). While this diversity enriches national culture, it also poses challenges, especially during adolescence, a crucial stage for identity formation influenced by family, education, peers, social conditions, and media.
Children’s literature is therefore an important tool for fostering national identity. Yet, this area has received limited scholarly attention. As one of the most influential institutions in this field, the Institute for the Intellectual Development of Children and Young Adults (Kanoon) is expected to produce literature that reflects the country’s cultural and social characteristics, helping children engage with their culture and develop a clearer sense of national identity.
Research Method: The present study employs qualitative content analysis using an inductive approach. The units of analysis consist of the texts, questions, and illustrations contained in the selected books. Data were collected through a systematic review of the books. During the content analysis process, a structured coding checklist was applied.
Findings:The findings show that in the story “What’s the Scariest Thing You’ve Ever Done?”, only one component of the religious dimension (praying) and one component of the social dimension (maternal support) are addressed. These elements are not specific to national identity and are broadly recognizable across cultural and geographical contexts. In “Fandoghi and the Big Task”, aspects of the social dimension (social cohesion, sense of belonging, and commitment to society) and the cultural dimension (traditional architecture and local clothing) are depicted. In “Qamari in the Balcony”, the social dimension, the cultural dimension (Iranian names), and the religious dimension (praying) are present but in a limited and non-diverse form. In “Better Friend or Cookie?”, only two components of national identity-cultural symbols (native plants such as kharkhask, marigold, and fennel) and aspects of the social dimension-are represented, while other dimensions are omitted. This narrow focus may stem from the story’s emphasis on characters’ daily routines.
Across the reviewed books, widely recognized national symbols such as the flag, national anthem, and national calendar are completely absent, while only natural symbols, particularly native plants, are mentioned. This pattern reflects a lack of diversity in the symbolic repertoire introduced to children. The omission of national symbols may contribute to an incomplete or constrained understanding of national identity. The analysis further reveals that the books engage with national identity dimensions in a limited and uneven manner, exposing children to only a portion of the relevant components. Most books primarily emphasize social aspects-such as social cohesion, belonging, and commitment to society-while only a few refer to cultural elements, including traditional architecture and local clothing.
کلیدواژهها English
