Persian literature textbooks, designed, compiled, and distributed
by a state bureau run by the Ministry of Education, Organization for
Educational Research and Planning, also have sections on the theory
and practice of translating world literature The current study deals with
those passages, how they are represented and how they are consequently
interpreted in the light of Venuti’s conceptualization of domesticating and
foreignizing translation. It is aimed to understand the status, significance,
and visibility of translators in the corpus under study The results of content
analysis for the five high school literature textbooks (grades 6, 7, 8, 9, 10, 11,
and 12) indicate a strong sense of domestication and appropriation by the
compilers of the textbooks The following strategies are recognized to have
the largest share in the textbooks: no mention of the name of the translator,
Iranization, and appropriation The strategies are followed by samples for
each theme The paper concludes that the polyphonic world promised
to be achieved by studying foreign and world literature is not, therefore,
attained in such a context, as the emphasis is ultimately on the target
ideologies and worldviews The study also sheds doubt on the assumption
that domestication is confined to the so-called imperialistic cultures like the
Anglo-American