Iranian Journal of Curriculum Studies

Iranian Journal of Curriculum Studies

Knowledge under the Hegemony of Stabilized Discourses: A Critical Discourse Analysis of Curriculum Studies Theses (Case Study: Allameh Tabataba'i University)

Document Type : Original Article

Authors
Seyede Fateme Ahmadi 1
Mostafa Ghaderi 2
Alireza Sadeghi 2
1 Allameh Tabataba’i University, Tehran, Iran
2 Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
10.22034/jcs.2026.529062.2447
Abstract
This study aims to analyze the discourses represented in the titles of master's theses in the field of curriculum studies at Allameh Tabataba’i University during the years 2014 to 2023. Drawing on Norman Fairclough’s Critical Discourse Analysis and his three-dimensional model (textual, discursive, and social analysis), the research seeks to identify stabilized and marginalized discourses in the production of knowledge within this academic field. The data consists of all thesis titles defended during the specified period, collected through a census method and analyzed using a mixed quantitative-qualitative approach. Findings reveal that the “socio-political” discourse is significantly more prominent and stabilized than others. In contrast, discourses such as “gender-feminist,” “environmental,” and “spiritual” appear marginalized. This reflects a discourse-based stabilization in shaping knowledge and directing research agendas—one that may restrict theoretical diversity and reduce opportunities for alternative perspectives. The study underscores the need to open up diverse discursive spaces in academic research and education.
Keywords
Critical Discourse Analysis, Master’s Theses, Curriculum Studies, Norman Fairclough, Stabilized Discourses
Subjects
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  • Receive Date 11 April 2026
  • Revise Date 28 June 2026
  • Accept Date 08 July 2026