STATE IDEOLOGY IN SCHOOLS: EXAMINING DIVERSITY REPRESENTATION IN AFGHANISTANI TEXTBOOKS THROUGH CRITICAL DISCOURSE ANALYSIS

Simple item page
dc.contributor.authorZaffari, Marina
dc.date.accessioned2024-07-09T10:10:19Z
dc.date.available2024-07-09T10:10:19Z
dc.date.issued2024-05
dc.description.abstractIn the postmodern era, where education via formal schooling is deemed highly significant for children’s personal growth and professional development, the content of knowledge delivered by schools is taken for granted. After the critical turn in education, the neutral view on knowledge and literacy was challenged. Since then, critical curriculum studies have examined how and why politics influence education. Using the methods of critical discourse analysis (CDA), this study critically examines and analyzes the content of school knowledge in the socially complex and dynamic context of Afghanistan by focusing on the representation of ethnic diversity in two school subjects. Confirming the assumptions of critical discourse studies, the representational patterns of the existing ethnic groups did show a strong bias. Results revealed that ethnic minority cultures and figures are either backgrounded or suppressed, while the cultures and figures of the dominant ethnic group is normalized and glorified. Moreover, textbooks used discourses of national unity, national identity, and Islamic solidarity to justify the representational patterns. The study concludes that knowledge acquired in school can have negative socialization effects by normalizing inequality and ethnic assimilation. By critiquing the problematic treatment of cultural diversity, this study advocates a multicultural approach to curriculum development. The findings can guide educational policies and curriculum developments in Afghanistan as well as other similar contexts. In Addition, it may contribute to creating critical awareness, which is the prerequisite for combating social inequalities of any form.en_US
dc.identifier.citationZaffari, M. (2024). State Ideology in Schools: Examining Diversity Representation in Afghanistani Textbooks Through Critical Discourse Analysis. Nazarbayev University Graduate School of Educationen_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/8100
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectType of access: Restricteden_US
dc.subjectCritical Discourse Analysis (CDA)en_US
dc.subjectIdeologyen_US
dc.subjectdiscourseen_US
dc.subjectstate hegemonyen_US
dc.subjectethnic diversityen_US
dc.subjectmulticulturalismen_US
dc.titleSTATE IDEOLOGY IN SCHOOLS: EXAMINING DIVERSITY REPRESENTATION IN AFGHANISTANI TEXTBOOKS THROUGH CRITICAL DISCOURSE ANALYSISen_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Thesis. Marina Zaffari. RP. pdf.pdf
Size:
3.01 MB
Format:
Adobe Portable Document Format
Description:
Master`s thesis
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
6.28 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

02. Master's Thesis