Purpose

Considering the role that students’ diverse identifications play in education, this paper aims to contribute to the developing discourse on multicultural education concerning the status of ethnic, religious and linguistic diversity in Iranian upstream educational documents (UEDs).

Design/methodology/approach

This paper explores the status of ethnic, religious and linguistic diversity in Iranian UEDs through quantitative and qualitative content analysis.

Findings

Findings show that three continuous patterns are repeated throughout the documents. (1) The so-called diversity: although there are promising and positive statements about diversity in the documents, they are indirect, and this level of attention is very superficial and limited. (2) Affirming assimilation: the documents are covered by presenting the Islamic-Iranian identity, and somehow almost all the issues raised in the documents end up in this pattern. (3) Pattern of contradictions: content analysis shows that the content of documents does not have intellectual and logical coherence.

Practical implications

This research paper points to the need for a systematic analysis of ignoring diversity operating in UEDs in Iran.

Originality/value

To the best of the authors’ knowledge, this paper broadens the document analysis as one of the first research to critically explore the depiction of diversity in important UEDs in Iran.

中文翻译：

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伊朗上游教育文件的多样性

目的

考虑到学生的多元化身份在教育中所发挥的作用，本文旨在为发展有关伊朗上游教育文件（UED）中种族、宗教和语言多样性状况的多元文化教育话语做出贡献。

设计/方法论/途径

本文通过定量和定性内容分析探讨了伊朗 UED 中种族、宗教和语言多样性的现状。

发现

调查结果显示，整个文件中重复出现了三种连续模式。（1）所谓多样性：虽然文件中有关于多样性的承诺和积极的表述，但它们是间接的，这种关注程度是非常肤浅和有限的。（2）肯定同化：文件通过呈现伊斯兰-伊朗身份来掩盖，不知怎的，文件中提出的几乎所有问题都以这种模式结束。(3)矛盾模式：内容分析表明，文件内容不具有智力和逻辑连贯性。

实际影响

本研究论文指出，有必要对伊朗 UED 中忽视多样性的情况进行系统分析。

原创性/价值

据作者所知，本文拓宽了文献分析范围，成为批判性探索伊朗重要 UED 多样性描述的首批研究之一。