The Cultural Content and Conflicts in Farsi Elementary Textbooks

The purpose of this study is to examine the role of cultural components and to recognize cultural conflicts in the content of elementary school Farsi textbooks. The present study is conducted though quantitative content analysis and the corpus include the reading Farsi textbooks in the academic year 2015-2016. The categories in the deductive analysis are derived from the Supreme Council of the Cultural Revolution including Public Religious and Moral Values, Legal Norms, Religious Norms, National Symbols and Religious Symbols. The findings reveal that only .26 of the Farsi textbooks content in elementary schools had cultural content. In addition, the cultural content presented in 84 cases is in conflict with prescribed cultural indexes of Supreme Council of the Cultural Revolution. In order to determine the validity of the data, a second coder is asked to code more than 50% of the data. The degree of the agreement between two coders is .90. According to the findings, improvement of the content regarding Public Religious and Moral Values, Legal Norms and also National Symbols is recommended.