Comparative Linguistic Research

Comparative Linguistic Research

Critical Discourse Analysis of Educational Policy-Making in Iran: Representation of Power and Ideology in the Fundamental Transformation Document

Articles in Press

Document Type : Research Paper

Author
MAHMOUD TAAJOBI
BDepartment of Education Faculty of Humanities- Bu Ali Sina University-
10.22084/rjhll.2025.31411.2396
Abstract
This article focuses on the Fundamental Transformation Document of Iran’s education system as one of the most significant educational policy documents after the Islamic Revolution to uncover the hidden layers of power and ideology embedded in the text and structure of this document. Drawing on van Dijk’s framework for ideology, the study demonstrates how discourse patterns reveal the underlying structures of dominance, discrimination, exclusion, or the reinforcement of values in the Fundamental Transformation Document. The content analysis shows that dominant discourses—such as Islamization of knowledge, educational justice, and religious–national identity formation—are systematically reproduced in the deeper layers of the document’s language and structure, thereby legitimizing existing order. An examination of overarching goals, strategic directions, and evaluation indicators reveals how specific ideological values and norms are systematically institutionalized in the education system, while alternative voices, critical pedagogical approaches, or values arising from cultural and social diversity are marginalized.
Keywords
Education
Reproduction of Power
Dominant Discourse
Textbooks
Educational Justice
Subjects