An Investigation about Demonstration of Countries in Upper Secondary Schools’ Textbooks of Iran based on Van Dijk’s Discourse Analysis Approach

The purpose of research was to investigate the representation of countries in the upper secondary school textbooks of Iran education system based on van Dijk’s discourse analysis. The data collection method was documentary by examining primary sources (seven textbooks) and secondary sources. The findings of research reveal that the authors of selected textbooks are aware of the ways of reproducing power in the discourse, by highlighting their identity successively implement the process of producing and understanding ideological discourse and dominate the minds of students through this language structure. Another finding showed the author’s use of words, sentences, and numerous paragraphs to create all the negative aspects of others. Another finding is that it is rare to find a positive attribute for the people of a country in the selected textbooks, unless the said country has a history of struggle, war, domination and colonization in relation to one of the western countries. However, it is difficult to find a word praising industrial, technological, social, scientific achievements or progress of a country in the selected textbooks. According to the findings and in order to increase the highlighting of the positive characteristics of other and reduce the negative view of other cultures, societies and countries; it is suggested to curriculum planners and authors of school textbooks in Iran to make fundamental changes in the content of textbooks.