current research is to critically analyze the discourse of world peace in the textbooks of the Iranian educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period and first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M and focusing on the following questions: What was the status of the world peace discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world peace in educational books and documents has been rejected due to the demarcation between Islamic and non-Islamic, internal and external. Power processes have tried to create militant and vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social and international dimensions.

In the introductory stages of language learning, students are exposed to comparative forms explicitly taught in their textbooks. As Knoch (2004) mentioned, this is accomplished by teaching the comparative form of the adjective generally directly followed by a than clause. This study aimed to compare differences between native and nonnative material developers with regard to the coverage of comparative forms. In doing so, two corpora of high school books and Interchanges were developed and juxtaposed. The data were gathered by scanning the books and converting them into computerized forms. The data were then analyzed by the frequency percentages of the forms and further examined and compared as well. The results revealed that there was a significant difference between the two corpora with regard to the coverage of comparative forms.

The cover of the textbooks has been designed and written as the first communication medium between educational content and the audience of children with the aim of socialization of the next generation. A systematic review of book covers, as an interdisciplinary subject in the field of social sciences in general and in sociology, cultural studies, and also with a gender approach in the study of women in particular, new angles of power relations, roles reveal new perspectives on power relations, gender roles, and gender relations. This study was conducted to gender study of communication patterns between human characters by social semiotics approach. Regarding Representative, interactive and combined meaning 13 images from the total images on the cover were analyzed. The selection of these images has been done by studying all the images and taking into account the image which contains human personality. Findings show that gender segregation and maximum coverage –, Hijab-of girls are the main features of the images on the cover. Images can be defined due to the gender stereotypes of the social roles of women and men. The highlighting on famous male historical figures, the emphasis on the maternal role of women, and the ignorance of their roles in the public sphere, along with the smaller number of female characters than men, have generally resulted in bias. As a result, cover images promote gender stereotypes in communicating and engaging audiences, socializing and motivating them.