Template-Type: ReDIF-Article 1.0
Author-Name: Ali Ebrahimi
Author-Name-First: Ali
Author-Name-Last: Ebrahimi
Author-Email: aebrahimi21@iau.ac.ir
Author-Workplace-Name: Department of Linguistics, QaS.C., Islamic Azad University, Qaemshahr, Iran.
Author-Name: Hosein Ghasemi
Author-Name-First: Hosein
Author-Name-Last: Ghasemi
Author-Email: hoseinghasemi@iau.ac.ir
Author-Workplace-Name: Assistant Prof., Department of Linguistics, QaS.C., Islamic Azad University, Qaemshahr, Iran.
Title: A Linguistic Pattern of Teaching Resistance Economics to Children:A Grounded Theory Study
Abstract: Teaching resistance economics to children, as a strategic requirement of the educational system, demands approaches aligned with their cognitive, linguistic, and cultural characteristics. Despite emphasis in upstream policy documents on institutionalizing resistance economics from early schooling, the literature shows no coherent model centered on language for teaching these concepts to children. This study explicates a linguistic pattern using Strauss and Corbin’s systematic grounded theory. Data were collected through semi‑structured interviews with educational experts, teachers, and resistance‑economics specialists, alongside document analysis, and were analyzed via open, axial, and selective coding. The results identified causal, contextual, and intervening conditions, strategies, and consequences, organized within a paradigmatic model. The core category was “internalization of resistance‑economics concepts through linguistic reconstruction aligned with the child’s world.” Findings indicate language functions beyond a mere medium, acting as the primary mechanism for meaning making and institutionalization. Accordingly, effective teaching requires linguistic simplification, narrative‑based instruction, linking concepts to children’s lived experiences, and alignment between school and family discourse. The proposed model offers theoretical and practical foundations for curriculum design, teacher professional development, and producing child‑appropriate educational content.
Classification-JEL: JEL
Keywords: Resistance Economics; Children’ s Education; Educational Linguistics; Grounded Theory; Instructional Model
Journal: International Journal of Resistive Economics
Pages: 1-23
Volume: 14
Issue: 2
Year: 2026
Month: May
DOI: 10.22034/oajre.2026.577781.1196
File-URL: https://www.oajre.ir/article_243075_e54c544077e9c1f92434bbeb382f0c04.pdf
File-Format: Application/pdf
File-Function: Full text
File-URL: https://www.oajre.ir/article_243075.html
File-Format: text/html
File-Function: Abstract page
Handle: RePEc:trd:journl:243075