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This article analyzes the ways in which Iran and Iranians are represented in Western news media sources. Through detailed textual analysis of articles in Time and Newsweek between 1998 and 2009, it demonstrates that journalistic representations of Iran and Iranians are not simply efforts aimed at describing the real Iran, but rather form the basis of what Said refers to as a powerful "community of interpretation" that often reflects and reproduces certain xenophobic stereotypes of non-Western foreign subjects. While some shifts in Western media representations of Iranians have occurred in the thirty years since the revolution, the underlying ontological assumptions of these representations have remained remarkably durable. That is to say, the dominant representational discourse found in these newsmagazines depicts the political behavior of Iranians on the basis of essentialized notions of Persian and/or Islamic civilization, while very often emphasizing the taken for granted superiority of the West. Earlier Orientalist discourses focus on the difference of non-Western foreign subjects by denigrating them as fundamentally anti-modern and incapable of political, cultural and economic development without Western intervention. This article presents an unmistakable discursive pattern in American journalism whereby certain Iranians are incorporated into Western civilization by virtue of their embrace of a Western modernity.

This paper explores the possibilities of engaging in cross-disciplinary research to generate social studies curricula that disrupt singular historical constructions about the Middle East and North Africa (MENA), specifically for US high school teachers and students. As part of a larger multi-sited study that investigated and analyzed the common categories used to describe and teach MENA in US World History textbooks, the team engaged in multidisciplinary scholarship on the region to (1) review and analyze the five most widely adopted high school World History textbooks in the US; (2) share analyses with researchers and experts in the fields of MENA studies, history, and religion; (3) synthesize and integrate innovative scholarship on the region for potential curricula; and (4) generate robust alternative curricula for Grades 9-12 teachers. The authors, consequently, consider how educational research spurs innovative and culturally relevant curricular interventions for high school teachers. We argue thorough analysis of existing textbooks, informed by deep understandings of contested versions of historical events, should undergird social studies curriculum development. We suggest multidisciplinary and transnational collaboration can inform curricula in order to respond critically to singular narrations of peoples, cultures, and histories of a region.