This paper is a study of the Islamic Republic of Iran's 1st- to 12th-grade textbooks. This paper examines issues of language, race, ethnicity and religious nationalism in textbooks to cast light on how the state in Iran has striven to Perso-Shi'ify the polity through its education system. The official textbooks depict the sovereign community (Persians) as the sole agent of history. The state considers alternative (unofficial) narratives treasonous. This is an in-depth study of how Iran's state-sanctioned textbooks, their situatedness and the contextual knowledge gained from them offer revealing points of interpretation, illuminating the foundation of the existing structural ethnolinguistic dividing lines, and shows that Islamism, as the governing bounded logic implanted in textbooks, lends solidity to racial theories and historiographies. This study sporadically discusses the views and experiences of a number of Kurdish schoolteachers with whom we could conduct in-depth interviews.

中文翻译：

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将波斯伊斯兰教科书中的民族宗教主权、历史、种族和民族主义文本化

本文是对伊朗伊斯兰共和国 1 至 12 年级教科书的研究。本文研究教科书中的语言、种族、民族和宗教民族主义问题，以阐明伊朗国家如何通过其教育系统努力使政体实现波斯-什叶派。官方教科书将主权社区（波斯人）描述为历史的唯一代理人。国家认为替代（非官方）叙述是叛国的。这是对伊朗国家批准的教科书、它们的位置以及从中获得的语​​境知识如何提供解释点的深入研究，阐明了现有结构性民族语言学分界线的基础，并表明伊斯兰主义作为执政的有界植入教科书的逻辑，为种族理论和史学提供了坚实的基础。这项研究零星地讨论了一些库尔德学校教师的观点和经历，我们可以与他们进行深入访谈。