Raising Muslim Kids: Islamic Values Reflected in Iranian Textbook
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Today, Iranian younger people who were born after the 1979 Islamic Revolution are generally called Nasle-Sevom (the third generation). They are born with the identity of Shi’a Muslims. Although they have been raised as “good Muslim citizens” under a strong regimen of Islamic socialization, there are various layers of religiosity among Iranian Muslim youth. In this paper, I scrutinize how Iranian youth are being raised as Muslim children through public education since the Islamic Revolution. Moreover, I will explore how the self is defined and how public education affects Iranian youth. After the Islamic Revolution, the education system dramatically changed. Persian textbooks work as the understructure of the state’s aim to produce New Islamic Citizen by educating the ideology of the Revolution and official values of the Islamic Republic. This article is based on anthropological fieldwork and its focus is twofold. First, this work focuses on analyzing the main ideological flow through the current textbooks in use in Iran with a specific focus on Iranian identity and gender issues. Second, I give greater attention to the private narratives of the third generation about public education in general. My approach goes further than do previous works, including interviews about participants’ school days as “real voices from inside.”
Abstract
Today, Iranian younger people who were born after the 1979 Islamic Revolution are generally called Nasle-Sevom (the third generation). They are born with the identity of Shi’a Muslims. Although they have been raised as “good Muslim citizens” under a strong regimen of Islamic socialization, there are various layers of religiosity among Iranian Muslim youth. In this paper, I scrutinize how Iranian youth are being raised as Muslim children through public education since the Islamic Revolution. Moreover, I will explore how the self is defined and how public education affects Iranian youth. After the Islamic Revolution, the education system dramatically changed. Persian textbooks work as the understructure of the state’s aim to produce New Islamic Citizen by educating the ideology of the Revolution and official values of the Islamic Republic. This article is based on anthropological fieldwork and its focus is twofold. First, this work focuses on analyzing the main ideological flow through the current textbooks in use in Iran with a specific focus on Iranian identity and gender issues. Second, I give greater attention to the private narratives of the third generation about public education in general. My approach goes further than do previous works, including interviews about participants’ school days as “real voices from inside.”
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