A Comparative Study of National Identity Dimensions in Educational System of Canada, France, Japan and Iran

The aim of study is to identify different dimensions of national identity in education system policies of selected countries based on Herbert Mead's theory. The present study is a qualitative, non-experimental and comparative study using George Bereday's four-step approach. The unit of obs...

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Autores principales:	Ferdows Khojasteh, Alireza Assareh, Abrahim Hajiani, Alireza Araghieh
Formato:	article
Lenguaje:	EN
Publicado:	Comparative Education Society of Iran ( CESIR) 2020
Materias:	confucius philosophy education system federal education system history national identity republicanism Education L
Acceso en línea:	https://doaj.org/article/6ee397c0964d4e05bcbf05ddb49a7bd1
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spelling	oai:doaj.org-article:6ee397c0964d4e05bcbf05ddb49a7bd12021-11-17T10:05:20ZA Comparative Study of National Identity Dimensions in Educational System of Canada, France, Japan and Iran2588-72702676-498910.22034/ijce.2020.212574.1081https://doaj.org/article/6ee397c0964d4e05bcbf05ddb49a7bd12020-11-01T00:00:00Zhttp://journal.cesir.ir/article_119277_aaa0fd3328e70da977df79cae7efee00.pdfhttps://doaj.org/toc/2588-7270https://doaj.org/toc/2676-4989The aim of study is to identify different dimensions of national identity in education system policies of selected countries based on Herbert Mead's theory. The present study is a qualitative, non-experimental and comparative study using George Bereday's four-step approach. The unit of observation is at macro level (countries) and sample selection strategy is "different systems, different outcomes" including Canada, France, Iran and Japan. The data collection method is documentary (upstream documents of selected countries), books and articles. For data analysis, content analysis method was used. The findings of study reveal that in Japan's centralized education system and after the Meiji Revolution, emphasis was placed on fundamental Japanese philosophy and Confucian values. In France's centralized education system, the emphasis is on training based on republican values (equality, democracy, individual and social rights and responsibilities), and in Canada - despite federal parliamentary democracy - there is no unified educational institution. In the centralized educational system of Iran, importance is given to Islamic philosophy and values. Although the past is emphasized in Iran, Japan, and France, Canada cares more about past achievements (such as the construction of railroads) than historical events. The benefit of experiences of Canada, France and Japan- in terms of the dimensions of national identity- can pave the way for policies in Iran’s education system.Ferdows KhojastehAlireza AssarehAbrahim HajianiAlireza AraghiehComparative Education Society of Iran ( CESIR)articleconfucius philosophyeducation systemfederal education systemhistorynational identityrepublicanismEducationLENIranian Journal of Comparative Education, Vol 3, Iss 4, Pp 922-943 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	confucius philosophy education system federal education system history national identity republicanism Education L
spellingShingle	confucius philosophy education system federal education system history national identity republicanism Education L Ferdows Khojasteh Alireza Assareh Abrahim Hajiani Alireza Araghieh A Comparative Study of National Identity Dimensions in Educational System of Canada, France, Japan and Iran
description	The aim of study is to identify different dimensions of national identity in education system policies of selected countries based on Herbert Mead's theory. The present study is a qualitative, non-experimental and comparative study using George Bereday's four-step approach. The unit of observation is at macro level (countries) and sample selection strategy is "different systems, different outcomes" including Canada, France, Iran and Japan. The data collection method is documentary (upstream documents of selected countries), books and articles. For data analysis, content analysis method was used. The findings of study reveal that in Japan's centralized education system and after the Meiji Revolution, emphasis was placed on fundamental Japanese philosophy and Confucian values. In France's centralized education system, the emphasis is on training based on republican values (equality, democracy, individual and social rights and responsibilities), and in Canada - despite federal parliamentary democracy - there is no unified educational institution. In the centralized educational system of Iran, importance is given to Islamic philosophy and values. Although the past is emphasized in Iran, Japan, and France, Canada cares more about past achievements (such as the construction of railroads) than historical events. The benefit of experiences of Canada, France and Japan- in terms of the dimensions of national identity- can pave the way for policies in Iran’s education system.
format	article
author	Ferdows Khojasteh Alireza Assareh Abrahim Hajiani Alireza Araghieh
author_facet	Ferdows Khojasteh Alireza Assareh Abrahim Hajiani Alireza Araghieh
author_sort	Ferdows Khojasteh
title	A Comparative Study of National Identity Dimensions in Educational System of Canada, France, Japan and Iran
title_short	A Comparative Study of National Identity Dimensions in Educational System of Canada, France, Japan and Iran
title_full	A Comparative Study of National Identity Dimensions in Educational System of Canada, France, Japan and Iran
title_fullStr	A Comparative Study of National Identity Dimensions in Educational System of Canada, France, Japan and Iran
title_full_unstemmed	A Comparative Study of National Identity Dimensions in Educational System of Canada, France, Japan and Iran
title_sort	comparative study of national identity dimensions in educational system of canada, france, japan and iran
publisher	Comparative Education Society of Iran ( CESIR)
publishDate	2020
url	https://doaj.org/article/6ee397c0964d4e05bcbf05ddb49a7bd1
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A Comparative Study of National Identity Dimensions in Educational System of Canada, France, Japan and Iran

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