Ahl al-Sunnat Textbooks Prepared for Primary Education in Iran in the Context of the Reflection of Ideological Discourse in the Curriculum

Purpose: This study aims to examine how the official ideological discourse in Iran is produced through the educational curriculum and how Sunni Islam is positioned within this institutional discourse. In this context, our study examines how Sunni Islam is represented in the Ma`& amacr;rif-i Isl & amacr;m & imacr;: V & imacr;je-yi Ahl al-Sunnat textbooks prepared for Sunni students at the primary education level in Iran, and through which discursive strategies this representation is constructed. Considering the determining influence of Twelver Shi'ism- the official sect of the Islamic Republic of Iran-on state institutions and the educational system, the way Sunnism is defined in institutional texts emerges as a significant subject of scholarly inquiry. In this context, the study seeks to demonstrate that sectarian identities are produced not only through doctrinal differences but also through institutional discourse and educational materials. The central research problem of the study is to identify the concepts, historical references, and narratives through which the Sunni sect is represented within Iran's official educational system. Method: The study was designed within the framework of a qualitative research approach. The data source for the study consists of the elective textbooks titled Ma`& amacr;rif-i Isl & amacr;m & imacr;: V & imacr;jeyi Ahl al-Sunnat prepared for Sunni students by the Iranian Ministry of Education as a supplement to the mandatory textbooks for elementary school (grades 2-6) and middle school (grades 7-9). A total of 8 textbooks were subjected to document analysis in this study; the books were examined holistically, and the texts, activities, and visual narratives were evaluated thematically using a discourse analysis approach. Findings: The findings reveal that Sunni identity in the examined textbooks is represented through several recurring thematic frameworks. In sections related to ritual practices, the practices of Sunni legal schools are explained in detail, enabling Sunni students to learn the religious practices associated with their own tradition. At the same time, the selection of historical figures largely avoids controversial personalities that could potentially generate sectarian tensions; instead, the textbooks highlight companions and scholars who are respected to some extent in both Sunni and Shi'i traditions. Furthermore, narratives concerning the Ahl al-Bayt and the event of Karbala are presented both as shared religious references and as significant elements of Shi'i historical discourse. The treatment of concepts such as taqlid, mujtahid, and religious leadership also indicates that these textbooks function not merely as pedagogical materials but as texts that carry ideological meanings associated with the political and ideological discourse of the Iranian state. Conclusion: The study concludes that the textbooks prepared for Sunni students in Iran constitute important institutional texts that demonstrate how sectarian identity is represented at the institutional level. Within these texts, Sunni identity is recognized and made visible to a certain extent; however, it is simultaneously redefined within a discursive framework compatible with the official Shi'i ideological structure. In this regard, the research contributes to the literature in the field of History of Islamic Sects by demonstrating how sectarian identities are produced and represented through educational materials. Moreover, the findings contribute to contemporary discussions on the relationship between sectarian identity and education, while also indicating new directions for future research on similar institutional texts.