National identity (NI) is one of the most important and dominant issues in every society. It is one of the most important and essential issues due to its role in national unity and solidarity. Educational system, having the most national manpower could take considerable and effective steps to reinforce and deepen NI. Many previous research showed that there has not been sufficient attention on NI in curriculum and school textbooks. On the other hand, books, dissertations, papers and research have not been used the same components for studying national identity. The main aim of this research was identifying the components of national identity in curriculum based on grounded theory method. For this purpose, 43 books, 44 dissertations and thesis and the interview with 9 prominent expertises in the field of national identity were chosen as data. Then the data were analyzed using the grounded theory method.
The results showed 6 main components and 19 subcomponents for Iranian national identity. These components were presented in a theoretical model based on grounded theory. The main components were: territory (country), language, culture, history, religion and symbol.
Loghman Nia, M., Khamesan, A., Ayati, M., & Khalifeh, M. (2011). A study on the identification of components of national identity in curriculum based on grounded. Journal of Educational Innovations, 10(4), 33-56.
MLA
Mahdi Loghman Nia; Ahmad Khamesan; Mohsen Ayati; Mojtaba Khalifeh. "A study on the identification of components of national identity in curriculum based on grounded". Journal of Educational Innovations, 10, 4, 2011, 33-56.
HARVARD
Loghman Nia, M., Khamesan, A., Ayati, M., Khalifeh, M. (2011). 'A study on the identification of components of national identity in curriculum based on grounded', Journal of Educational Innovations, 10(4), pp. 33-56.
VANCOUVER
Loghman Nia, M., Khamesan, A., Ayati, M., Khalifeh, M. A study on the identification of components of national identity in curriculum based on grounded. Journal of Educational Innovations, 2011; 10(4): 33-56.
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