Comparative Study the of Pattern of Political Socialization in Secondary School Textbooks in the Justice-oriented Government

The aim of the present study was to do a comparative study of the pattern of political socialization in secondary school textbooks in the Justice-oriented government. For this purpose, the textbooks of the second year of high school in humanities, Islamic arts and education, empirical sciences, physics and mathematics, vocational and technical, and work knowledge were considered as the statistical population and based on purposive sampling, social studies cluster books were selected as the statistical sample. William Scott’s method was used to measure the components, based on which an agreement coefficient of 93.20 was obtained. Descriptive and inferential statistics and SPSS software were used to analyze the data. In the context of this study, the model of political socialization in terms of teaching the categories of republic, tolerance, political legitimacy, political identity, critical pedagogy, social justice, Islamic revolutionary political values, economics, good governance, political attitude, political participation and awareness were analyzed. Findings indicate that in the studied books, the dominant approach is to promote the political and ideological components of the Islamic Revolution, in the process of which the components of republic and good governance have been neglected. The components of religious political identity and political values of the Islamic Revolution are the most important categories related to political socialization in these books, which have been considered through alienation or ideological introduction and critique of Western political identities .Also, the political values of the Islamic Revolution are emphasized more than its social and economic values.