نشریه مطالعات ملی
سال بیست و چهارم شماره 3 (پیاپی 95، پاییز 1402)

The implementation of programs related to social policy in Iran's higher education system has caused problems on contingent foundations of identity politics, i.e. the possibility of the subject inside yourself and the reproduction of others under the social policy of cohesion, and in this way, social policy and its consequent advantages, including strengthening national solidarity have faced a problem. The most significant aspect of these programs is Indigenous Selection on Education (ISE), and its implementation has turned the relationship between the mentioned plan (ISE), social cohesion and national solidarity into a question. This research proposes the assumption that (ISE) by producing social totalities and through the creation of correlation between trade unions, cultural and social issues; it caused the subject to decontextualize and has faced difficulty in the possibility of self-production and reproduction of others. This research, relying on the importance of identity politics and the role of actors' subjectivity in the reconformation of social identity and the role of subjects in promoting national identity and solidarity, and by examining the diverse speeches of Iranian higher education policymakers during the last two decades, this hypothesis has been conformed in a qualitative method using phenomenological concepts

In the contemporary world, children and teenagers explore, recognize and learn the world around them by taking advantage of the power of digital media and new technologies, and grow in new ways and create their identity. With this power, children and teenagers have great opportunities, but they also face challenges and problems. Schools are also grappling with consequences such as online safety, cyberbullying, invasion of privacy, hate speech, misinformation and digital distraction. To address these issues, many schools are trying to create a positive culture and knowledge around the media and technology by including digital citizenship education as part of their curricula. Many developed and developing countries have started teaching digital citizenship in their schools. The digital citizenship curriculum deals with areas that are designed based on academic research and the concerns of children, teachers and parents. These teachings are designed to develop skills and help children and teenagers. This issue is very important because children and teenagers face many decisions and complications through the use of new media and technology throughout their lives; from what they consume and what they share, to how they interact and communicate with others. Therefore, the current research tries to answer the question of what dimensions and characteristics does digital citizenship training for teenagers include by using the fundamental research method? And what is the identity and value dimension of these teachings? The type of this research is practical and can lead to the development of a digital citizenship education curriculum in schools, and as a result, educate a generation familiar with the opportunities and harms of the digital space and the appropriate use of the digital space by the new generation.

The root of identity, which means he, indicates the fact that identity is not created except in relation to and reaction to others who create identity. In the sense that until a person cannot understand otherness and does not reach a correct otherness, he will not be able to draw the boundaries of his social and personal identity. From this point of view, the Islamic world is also required to recognize its other identity-maker in order to separate the flow of truth from falsehood, and draw and establish its original identity through otherness. In this regard, the aim of the current research is to typology of the others who create identity from the perspective of Ayatollah Khamenei and to answer the question, "What is the other identity maker from the perspective of Ayatollah Khamenei during the years 2013 to 2023?" In order to achieve this purpose, the research information was collected by the library method and by using the text of the statements available on the site of the Office of the Preservation and Publication of the Works of Ayatollah Khamenei; The data was analyzed using thematic analysis method; The type of correlation and connection of themes is shown using the theme network method; And MAXQDA software was used for data coding. The result of coding is the extraction of 234 basic themes, which are integrated under 14 organized themes, and an overarching theme with the title of identity maker. The findings show that Ayatollah Khamenei has explained most about the other identity maker regarding the other identity maker for the national identity.

This article is about Persian poems as a part of literature and a vital and effective identity factor among other identity factors. There is a demand to plan professionally on utilizing Persian poems as a significant educational tool due to these facts: identical and cultural values of a poem, the educational role of poems in learning a language and developing language and literary skills, and high usage of textbooks among children and young adults. In this paper we analyze the Persian poems in textbooks by posing questions about the manner of mentioning some poets and their poems in textbooks, the number of poems in comparison with the proses, the attitude of choosing a poem, and the impact of the era of composing a poem while selecting the poems. The statistical sample of this research consists of Persian (Farsi) and writing (Negaresh) textbooks for all twelve grades of school. The results of this paper demonstrate that there is not enough professional attentiveness to the use of a poem and its educational role in textbooks. Moreover, the textbooks are not based on a logical plan and the current educational program is not proper enough for the merits of Persian poems. Firstly, it is suggested to create a comprehensive plan for all of the twelve grades as a guide for the deployment of literary texts. Creating a guide for utilizing literary texts will provide logical and professional planning for applying all of the potentials of Persian literature in language learning and learning skills.

The following article includes the results of a conducted study and comparison on the amount of attention paid to each of the four dimensions of Iranian identity (i.e religious, modern, national, ethnic) in the Manifesto of the Islamic University. The article explores how these four identities are positioned within the government document, and investigates the relationship between conflict, escape and acceptance of these four layers of identity in the Manifesto of Islamic University as its main question. The study employs a qualitative content analysis methodology to identify words and phrases that indicate the four identities. Since the balancing the four identities is a challenge, particularly in relation to the tension between modern and religious identity in the manifesto, the policymakers remained uncertain, contradictory, and over-general in some parts of the document. Yet in other sections, a natural coexistence of identities has been established, with a relative balance achieved between them. Despite the greatest conflict being between religious and modern identity, the overall coexistence and compatibility of identities in the manifesto is more prevalent than conflicts

Identity is an important asset that plays an important role in identifying and determining the direction of a society and its people, especially the young generation. The education system plays an important role in creating society's identity. The main issue of this research is the answer to this question: To what extent have the textbooks of social studies and heavenly messages of the first high school covered the components of national-revolutionary identity? The present research has analyzed social studies books and celestial messages of the first high school course in the academic year of 2021-2022 based on Shannon's entropy method using the content analysis method. The results of the research show that in the books of social studies and heavenly messages of the first high school, these topics have been discussed in order of priority: Mobilization, fight against isolation and eclecticism, commitment to the legal authority, fight against cultural invasion and soft war, belief in Imam Khomeini, clergy, knowledge of the constitution, knowledge of the events and history of the Islamic revolution, commitment to maintain the system of the Islamic Republic, support of the oppressed, negation of domination, sacrifice and martyrdom, which, based on the frequency, in total, 951 times to the components of sacrifice and martyrdom, 780 times the components of revolutionary identity, 210 times the components of Basij

It is crucial to examine how discourses emerge in the field of architecture and its impact on the quality of people's coexistence or common life. The present study is necessary to understand the impacts of social changes on the process of forming architecture with a new discourse. This study provides a systematic description of the architectural situation of the second Pahlavi period and the impacts of changes in the intellectual foundations of the society on it. The present study examines the changing conditions of artistic discourse in the formation of nationalism in Iran and its impact on the architecture of the second Pahlavi period. The theoretical framework of this study is based on three principles (environmental conditions, institutional contexts, and chains of action) of Robert Wuthnow in creating a new artistic discourse and applying it in the study period. In the next step, it tests three factors of production, selection, and institutionalization as factors of stabilization of a new discourse. The method of the study is based on interpretive-historical method and the written documents in the second Pahlavi period. The results show that the changes in artistic discourse and the tendency toward nationalism in the late Pahlavi II period are comparable with the Wuthnow three principles of social changes in the heart of the society

The present research is entitled to examine the relationship between national identity variables and personality dimensions. It was conducted among married women teachers in Kerman City with a statistical population of 5000 people. This research aims to explain the dimension of national identity in personal dimensions. The sample size was estimated to be 274 people based on the Weir cluster method according to Morgan's table. The findings show that national identity has a significant relationship with personal dimensions. Pearson's test was used to measure the relationship, and structural equations were used to investigate the main hypothesis under the title of examining the relationship between national identity and personality dimensions. The fit of the model is acceptable. The results show that national identity can explain 63% of personal dimensions according to the dimensions presented by Halt and Claire (economic, heritage, belief, cultural, and religious). It has an effect coefficient of up to 79% on personality dimensions. In the measurement model, all dimensions have a strong significant relationship with a positive direction.