چكيده لاتين :
The education system is one of the complex and large social institutions in any society, which
is inextricably linked to social, cultural and economic growth and development, and which
gradually evolves from a simple elementary state towards a better, more complex one. This system
has created healthy, growing, balanced, developed, and talented human beings, on the one hand,
and has satisfied human resource needs in different cultural, social and economic sectors, on the
other hand. Socialization is one of the major goals of education which takes place at schools where
textbooks can play a critical role in socializing learners. Socialization features are characterized
by some special mechanisms and can affect learners. Therefore, clarifying the way such
mechanisms are influencing can be very illuminating. Critical discourse analysis (CDA) is
considered as one way for revealing how mechanisms of socialization features work. CDA can be
used to express the relationship between language, power and ideology. This study was an attempt
to analyze the Sixth Grade Thought and Research Textbook in the 2019-2020 academic year
through benefitting from the integration pattern proposed by Van Leeuwen (1996) and by adding
socialization features, including values, norms, roles and life skills, to the discourse-oriented
features of Van Leeuwen. This was made possible through the use of CDA. Furthermore, the
existing differences between the relevant features were taking into account by calculating
frequency, percentage of socialization and discourse-oriented features, and Chi square. Based on
the findings, traditional gender roles, traditional roles of kids and teens, social rules and
regulations, social ceremonies, theoretical values and decision-making skills had the highest levels
of frequency in the textbook. Moreover, religious, political, national and familial values were
hidden in the relevant discourses of the textbook. Additionally, traditions, rituals, rites, social
traditions, ethnic practices, effective communication skills, the skill of saying no and tolerance for
success were not considered in the textbook. Moreover, all values and norms of social pact, social
etiquette, social ethics, social law and regulations, gender and age maps, and life skills, including self-awareness, empathy, interpersonal relationships, emotion management, problem solving,
decision contemplation, creative thinking, and critical thinking were considered in the discourses
of the textbook. Considering gender maps, males were depicted more than females in the book,
and both males and females were depicted more in their traditional roles than their new roles.
Based on the findings of this study, it can be argued that religious values and traditional gender
maps were hidden in the discourses of the textbook. The results further showed that the frequency
of concealment was less than frequency of revelation of features. Therefore, it seems that the
textbook authors have tried to clearly show their favored line of thought or ideology. The results
further revealed that from among the norms, social customs, social rituals, social traditions and
ethnic practices, and from among the skills, effective communication, coping with stress, the skill
of saying no, and tolerance for success were ignored in the discourses of the textbooks. It should
be noted here that national, economic, artistic, globalization and family values were less frequent
in the textbook than individual, religious and theoretical values. Moreover, the frequency levels of
creative and critical thinking skills was less than those of problem solving and decision making
skills. As other findings of this study revealed, depersonalization was less frequent than
characterization, uncertainty was less frequent than identification, naming was less frequent than
classification and de-linking was less frequent than linking in the relevant textbook. Considering
these findings, future researchers are recommended to focus on the authorship and compilation of
new textbooks by taking into account the new plan of the primary and secondary education system.
Additionally, future researcher are recommended to examine the expertise and the theoretical and
ideological orientation of experts involved in compiling the present textbook.
