نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Textbooks, as multimodal media, play a fundamental role in the legal socialization of children. The central issue of this study is the inadequacy in the systematic and multimodal representation of children’s rights within the illustrated stories of the third-grade Persian textbook (2023 edition). Moving beyond purely content-based analysis, this research adopts a policy-oriented approach using a qualitative method rooted in Kress and van Leeuwen’s “Multimodal Theory” and “Grammar of Visual Design.” The study examines the interplay between text and image across four selected illustrated stories. Based on the objective data analysis, proposed policy solutions include “revising the pattern of semiotic division of labor,” “diversifying visual narratives to address neglected rights (such as child labor and children with special needs),” and “developing multimodal guidelines for textbook designers.” The findings indicate that despite a dynamic interaction between text and image, there are gaps in the conscious utilization of visual affordances to fully articulate the Convention on the Rights of the Child, necessitating a strategic revision.
کلیدواژهها English
