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:: Volume 3, Issue 1 (March 2021) ::
Iranian Evolutionary and Educational Psychology 2021, 3(1): 12-25 Back to browse issues page
Investigating the Elements of Identity and the Process of Learners’ Identification in the Fundamental Reform Document of Education: A Qualitative Study
Ehsan Mohammadinejad1 , Rahman Sahragard Prof 1
1- Department of Foreign Languages and Linguistics, Faculty of Literature and Humanities, Shiraz University, Shiraz, Iran
Abstract:   (314 Views)
Due to the idea of Islamization of humanistic sciences after the Islamic revolution in Iran, the concept of identity found new dimensions in the eyes of revolutionary policymakers and a sense of skepticism gradually grew regarding the impact of common educational policies on shaping learners’ identity. Therefore the discovered threat was responded by designing local regulatory plans such as the Fundamental Reform Document of Education (FRDE) to meet various ends among which planning for shaping learners’ identity was the most prominent one. Thus, this study employed a qualitative approach and used techniques based on content analysis and grounded theory to study how identity is envisioned in FRDE, using MAXQDA software, FRDE was analyzed, then extracted items were coded and categorized in different affinities and finally five main themes appeared as the model of practicing national identity in FRDE namely a) The Nationwide b) The Islamic c) The Social d) The Individual and, e) The Global.
Full-Text [PDF 623 kb]   (124 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2020/09/22 | Accepted: 2020/12/21 | Published: 2021/03/1
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Mohammadinejad E, Sahragard R. Investigating the Elements of Identity and the Process of Learners’ Identification in the Fundamental Reform Document of Education: A Qualitative Study. Iranian Evolutionary and Educational Psychology. 2021; 3 (1) :12-25
URL: http://ieepj.hormozgan.ac.ir/article-1-233-en.html


Volume 3, Issue 1 (March 2021) Back to browse issues page
Iranian Evolutionary and Educational Psychology Journal
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