The Level of Attention Paid to Cultural Assets in Textbooks

This research has investigated the position of cultural capital components in elementary school textbooks.Metods: For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the textbooks of the second elementary school in the academic year 2023-24, including the fourth, fifth, and sixth grades, and from this population, Persian books, social studies, and heavenly gifts were selected as samples. The research tool includes the content analysis list of cultural capital components according to Bourdieu's theory, which was prepared before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 91.20%. Descriptive statistics and Shannon's entropy method were used to analyze the data.

The findings show that among the components of cultural capital, which include objectified cultural capital, institutionalized cultural capital, and embodied cultural capital; Objectified cultural capital has the largest share with 1837 frequency and 54.25%, and the lowest is related to institutionalized cultural capital with 86 frequency and 2.53%. The embodied cultural capital also consists of 1463 abundance and 43.20%. Also, the lowest information load and the importance factor related to the institutionalized dimension are equal to 0.25 and 0.03, and the highest information load and the importance factor related to the embodied dimension are equal to 0.37 and 0.18.

Therefore, it can be concluded that considering By allocating 33.73% of the content of the elementary course books to the components of cultural capital, the authors of the textbooks of this course have been able to use the capabilities of the textbooks to reflect the components of cultural capital.