Discursive Constructions of Femininities in Farsi-Language Textbooks in Iran: A Critical Multimodal Analysis

• In Event: Multimodality and Translanguaging: Critical Perspectives

Abstract

Given the significant role that children’s textbooks play in developing their values and self-perceptions, and considering their importance as the primary resources for Iranian students’ learning, this study focused on the discursive construction of gender identities in six official Farsi language textbooks. The methodological approach used in this study is informed by multimodal discourse analysis and draws on positioning theory and critical discourse analysis theories. The study illustrates the systematic exclusion of women from textbooks and the sexist portrayal of women only in family settings that conform to religious values. It is argued that this type of discourse will influence the self-identification of children and lead to a generation with potentially conflicting interests and understandings of gender roles and rights.

Author

• Aylar Adeh, Simon Fraser University