The Analysis of the Meaning of Teacher’s Activism in the Articles of the Journal of “Roshd-e Mo’alem” (According to Fairclough’s Approach to Critical Discourse Analysis)

This research aimed to analyze the discourse of teacher’s activism in the articles of “Roshd-e Mo’alem” published from 2011 to 2017. As such, the method of Fairclough’s critical discourse analysis (CDA) was applied. Regarding Fairclough’s three dimensional models of CDA, it was attempted to describe and analyze teacher’s activism according to the articles of “Roshd-e Mol’alem,” and finally, to clarify the relationship of this discourse and the social situation. Textual components including achieving the same skills, enjoying teachers’ rights in exchange for skills achievement, measuring teacher’s performance with quantitative indicators, being at the service of development, government and society, being influenced by family demands, meeting quantitative criteria, being accountable for the expectations of society, having the role of convincing were the findings of the research in the description level that formed teacher’s activism. Also, in the interpretation level, overcoming the functionalist approach and overcoming quantitative approach on culture, prioritizing the mechanical approach and development to freedom, domination of the logic of market, domination of centralism, considering teachers as a class and neglecting critical thinking in the domain of culture were the answers given to the above questions. In the explanation level, the findings include the situation of development-driven modernization in Iran, overcoming a specific image of a typical citizen, the presumption of cultural confrontation with other nations, treating contemporary society as an ill and quantity-oriented approach in the social and cultural arena.