Child and Adolescent Cultural-Social Research

Child and Adolescent Cultural-Social Research

Analysis of the Dimensions and Elements of National Identity in the Books of the Institute for the Intellectual Development of Children and Young Adults for Ages 7 to 9 (Years 2016–2023)

Document Type : Original Article

Authors
Afsaneh Kamali 1
Azadeh Mohebi 2
1 Assistant Professor, Department of Social Sciences, Faculty of Social Sciences and Economics, Alzahra University, Tehran, Iran. (Corresponding Author) a.kamali@alzahra.ac.ir
2 Master’s graduate in Sociology, Department of Social Sciences, Faculty of Social Sciences and Economics, Alzahra University, Tehran, Iran a.mohebi217@gmail.com
10.22083/cssca.2025.551185.1090
Abstract
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.
Keywords
National identity"
dimensions and elements of national identity"
children&‌‌‌rsquo
s and adolescents&‌‌‌rsquo
fiction
"
Institute for the Intellectual Development of Children and Young Adults "
آرون، ریمون (1372). مراحل اساسی اندیشه در جامعه‌شناسی، پرهام، تهران، شرکت سهامی انتشار، چاپ سوم.
‌قیومی، سمیرا (1401). دوست بهتره یا کلوچه؟، چاپ اوّل، تهران: انتشارات کانون پرورش فکری کودکان و نوجوانان.
احمدی، شیرین و فاطمه پرهام (1401). نمودهای هویت ملی در متون تألیفی و ترجمه‌ای ادبیات نوجوان. مطالعات زبان و ترجمه، 55(3)، 121-153.                                                 doi: 10.22067/jlts.2022.73622.1092
پارسا، محمد (۱۳۹۳). روان‌شناسی رشد کودک و نوجوان، تهران: بعثت.
پولادی، کمال (۱۳۸۷). بنیادهای ادبیات کودک، تهران، انتشارات کانون پرورش فکری کودکان.
خواجه‌وند، سولماز (1399). ترسناک‌ترین کاری که تا حالا انجام دادی چه بوده؟ چاپ اوّل، تهران: انتشارات کانون پرورش فکری کودکان و نوجوانان.
ذاکری، مختار و بابک شمشیری (1394). بررسی مفهوم هویت در مجموعه داستان‌های قصه‌های شیرین مغزدار و قصه بازی شادی. مطالعات ادبیات کودک، 6(1)، 59-86.                                doi: 10.22099/jcls.2015.3183
رضایی خیرآبادی، فاطمه، حکیم‌زاده، رضوان، محمدی، محمدحسین و علی خالقی‌نژاد (1391). جایگاه نمادهای هویت ملی در زبان و ادب فارسی؛ مطالعه موردی: آثار داستانی جمال زاده، تحقیقات فرهنگی ایران، 2(18)، 89-114. 
https://ensani.ir/fa/article/author/149647/
سفیری، خدیجه و معصومه غفوری (۱۳۸۸). بررسی هویت دینی و ملی جوانان شهر تهران با تأکید بر تأثیر خانواده، فصلنامه پژوهش، جوانان فرهنگ و جامعه، شماره ۲، 1-27.
 https://ensani.ir/file/download/article/20101003125523
قاسمی، علی‌اصغر و غلامرضا ابراهیم‌آبادی (1390). نسبت هویت ملی و وحدت ملی در ایران. راهبرد، 20(59)، 107-138.                                          https://sid.ir/paper/89248/fa 
کمالی، مریم، نوین، حسین و عسگر صلاحی (1400). بررسی هویت ملی در اشعار کودک و نوجوان (با تکیه‌بر اشعار ابراهیمی، رحمان دوست، شعبانی و کشاورز). مطالعات ملی، 22(1)، 29-48. https://sid.ir/paper/398491/fa
مرزوقی، محمدرضا (1400). قمری تو ایوون، چاپ اوّل، تهران: انتشارات کانون پرورش فکری کودکان و نوجوانان.
مومنی‌راد، اکبر، علی‌آبادی، خدیجه، فردانش، هاشم و ناصر مزینی (1392). تحلیل محتوای کیفی در آیین پژوهش: ماهیت، مراحل و اعتبار نتایج،‌فصلنامه اندازه‌گیری تربیتی، 4(14)، 187-222.
یوسفی، محمدرضا (1398). فندقی و کار بزرگ، چاپ اوّل، تهران: انتشارات کانون پرورش فکری کودکان و نوجوانان.
Ahmadi, Sh., & Parham, F. (2022). Manifestations of national identity in original and translated Texts of Adolescent Literature. Language and Translation Studies, 55(3), 121–153. https://doi.org/10.22067/jlts.2022.73622.1092 [In Persian]
Aloisio, C. (2023). Elements of national identity in children’s literature: a Maltese case study(Master’s Dissertation). https://www.um.edu.mt/library/oar/handle/123456789/119395
Aretov, N. (2022).Emotions, Identities, and images of the other, Lyuboslovie,‌22:9-25, DOI:‌10.46687/BJOI7584
Aron, R. (1993). Main stages in sociological thought. Translated by Parham. Tehran: Sherkat-e Sahami-ye Enteshar, 1993, 3rd edition[In Persian]
Bird, H.S. (2014). Class, Leisure and National Identity in British Children’s Literature, 1918-1950. https://doi.org/10.1057/9781137407436
Ghasemi, A. A., & Ebrahimabadi, Gh. (2011). The relationship between national identity and national unity in Iran. Rahbord (Strategy Journal), 20(59), 107–138. https://sid.ir/paper/89248/fa [In Persian]
Jenkins, E.R. (2006). National character in South African English children’s literature. Routledge.
Kamali, M., Novin, H., & Salahi, A. (2021). An analysis of national identity in children’s and adolescents’ poetry (Focusing on the poems of Ebrahimi, Rahmandoust, Shabani, and Keshavarz). National Studies, 22(1), 29–48. https://sid.ir/paper/398491/fa [In Persian]
Khajehvand, S. (2020). What Is the Scariest Thing You Have Ever Done? First Edition. Tehran: Institute for the Intellectual Development of Children and Young Adults. [In Persian]
Marzouqi, M. R. (2021). Qomri too ivoon. First Edition. Tehran: Institute for the Intellectual Development of Children and Young Adults. [In Persian]
Momenirad, A., Aliabadi, Kh., Fardanesh, H., & Mazini, N. (2013). Qualitative content Analysis in research practice: Nature, Stages, and Validity of findings. Quarterly Journal of Educational Measurement, 4(14), 187–222.
Parsa, M. (2014). Child and adolescent developmental psychology. Tehran: Be’sat Publications. [In Persian]
Pouladi, K. (2008). Foundations of children’s literature. Tehran: Institute for the Intellectual Development of Children and Young Adults. [In Persian]
Qayoumi, S. (2022). Which Is Better, a Friend or a Cookie? First Edition. Tehran: Institute for the Intellectual Development of Children and Young Adults. [In Persian]
Rezaei Kheirabadi, F., Hakimzadeh, R., Mohammadi, M. H., & Khaleghinejad, A. (2012). The Role of national identity symbols in Persian language and literature: A Case study of Jamalzadeh’s fictional works. Iranian Cultural Studies, 2(18), 89–114. https://ensani.ir/fa/article/author/149647/ [In Persian]
Romala, A.G. (2021). Representing the national identity through foreignization in the English translation of Selected Indonesian children’s literature. International Journal of Linguistics, Literature and Translation. https://doi.org/10.32996/ijllt.2021.4.11.16 
Safiri, Kh., & Ghafoori, M. (2009). A study of religious and national identity among the youth of Tehran city with emphasis on the role of family. Quarterly Journal of Youth Research, Culture and Society, No. 2, 1–27. https://ensani.ir/file/download/article/20101003125523[In Persian]
Tajfel, H. (1978). Social categorization, Social identity and social camparison, In H. Tajfel (Ed.), Differentiation between social groups: Studies in the social psychology of intergroup relations, 66-76. London: Academic Press.
Yousefi, Mohammad Reza. (2019). Fandoghi and the Big Task. First Edition. Tehran: Institute for the Intellectual Development of Children and Young Adults. [In Persian]
Zakeri, M., & Shamshiri, B. (2015). An Analysis of the concept of identity in the story collections “Sweet nutty tales” and “The joyful play tales.” Children’s Literature Studies, 6(1), 59–86. doi: 10.22099/jcls.2015.3183 [In Persian]
Zhelanova, V. (2022). The Innovative Dimensin of Modern higher education: Analysis of directions, Pedagogy, 1 (50). DOI:‌10.32782/2663-6085/2022/50.1.30