Abstract:
This thesis examines the creation of national identity in Lebanese civics textbooks using Foucauldian discourse analysis. Building on Foucault's theories of power, knowledge, and discourse, the research investigates how narratives of Lebanese national identity are formed, transmitted, and reinforced in the educational system. By evaluating the discursive processes encoded in these textbooks, the study sheds light on how power dynamics develop and preserve certain understandings of national identity. The study uses a qualitative examination of chosen textbooks to discover the methods by which dominant ideologies are inscribed, challenged, and negotiated within the educational curriculum. Furthermore, it looks at the effects of these discursive constructions on subjectification, citizenship, and social cohesiveness in Lebanon. Finally, this study adds to a better understanding of the complicated interplay between education, power, and identity in the Lebanese context, as well as insights into larger discussions about nationalism, education, and discourse analysis.
