Mandatory use of only Persian in Iranian schools
Abstract This paper explores teachers’ experiences of using only Persian language in Iranian schools and its consequences. To do this qualitative method and phenomenological approach was employed. Participants included all teachers of K-12 across Sanandaj and fifteen experienced teachers (8 male and...
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| Format: | Article |
| Language: | English |
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Springer
2024-12-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-024-00276-7 |
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| author | Abdullah Azizi Nematollah Azizi David Romano Seyedeh Asra Sajadi Ali Amini Bagh |
| author_facet | Abdullah Azizi Nematollah Azizi David Romano Seyedeh Asra Sajadi Ali Amini Bagh |
| author_sort | Abdullah Azizi |
| collection | DOAJ |
| description | Abstract This paper explores teachers’ experiences of using only Persian language in Iranian schools and its consequences. To do this qualitative method and phenomenological approach was employed. Participants included all teachers of K-12 across Sanandaj and fifteen experienced teachers (8 male and 7 female) were selected via purposive sampling. A semi-structured interview was conducted to gather data. Using the Braun & Clarke (Braun and Clarke in Cooper et al.Camic et al.Long et al.Panter et al.Rindskopf et al.Sher (eds), APA handbook of research methods in psychology, American Psychological Association, Washington DC, 2012) framework, thematic analysis was applied for analyzing the data. Despite teachers emphasizing the significance of the mother tongue in various aspects such as Cultural Identity, Sense of Belonging and Communication Knowledge and Skills, they perceive that the educational system enforces a monolingual policy (Persian) through Educational Centralization, Cultural Assimilation, and A Policy of Denying or Neglecting Linguistic Rights. They also highlighted potential consequences of this policy, including Students’ Identity and Cultural Crisis, Intensifying Cultural Duality and Hindered Learning. These findings prompt policymakers to consider language minorities in educational planning. |
| format | Article |
| id | doaj-art-3b7da40bf7de4ff0a44ce912eccf9e69 |
| institution | Kabale University |
| issn | 2731-5525 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-3b7da40bf7de4ff0a44ce912eccf9e692024-12-22T12:42:49ZengSpringerDiscover Education2731-55252024-12-013112110.1007/s44217-024-00276-7Mandatory use of only Persian in Iranian schoolsAbdullah Azizi0Nematollah Azizi1David Romano2Seyedeh Asra Sajadi3Ali Amini Bagh4Department of Education, Faculty of Humanities and Social Sciences, University of KurdistanDepartment of Education, Faculty of Humanities and Social Sciences, University of KurdistanMissouri State UniversityDepartment of Education, Faculty of Humanities and Social Sciences, University of KurdistanDepartment of Education, Faculty of Humanities and Social Sciences, University of KurdistanAbstract This paper explores teachers’ experiences of using only Persian language in Iranian schools and its consequences. To do this qualitative method and phenomenological approach was employed. Participants included all teachers of K-12 across Sanandaj and fifteen experienced teachers (8 male and 7 female) were selected via purposive sampling. A semi-structured interview was conducted to gather data. Using the Braun & Clarke (Braun and Clarke in Cooper et al.Camic et al.Long et al.Panter et al.Rindskopf et al.Sher (eds), APA handbook of research methods in psychology, American Psychological Association, Washington DC, 2012) framework, thematic analysis was applied for analyzing the data. Despite teachers emphasizing the significance of the mother tongue in various aspects such as Cultural Identity, Sense of Belonging and Communication Knowledge and Skills, they perceive that the educational system enforces a monolingual policy (Persian) through Educational Centralization, Cultural Assimilation, and A Policy of Denying or Neglecting Linguistic Rights. They also highlighted potential consequences of this policy, including Students’ Identity and Cultural Crisis, Intensifying Cultural Duality and Hindered Learning. These findings prompt policymakers to consider language minorities in educational planning.https://doi.org/10.1007/s44217-024-00276-7PersianMother tongue educationPhenomenologyMonolingual education |
| spellingShingle | Abdullah Azizi Nematollah Azizi David Romano Seyedeh Asra Sajadi Ali Amini Bagh Mandatory use of only Persian in Iranian schools Discover Education Persian Mother tongue education Phenomenology Monolingual education |
| title | Mandatory use of only Persian in Iranian schools |
| title_full | Mandatory use of only Persian in Iranian schools |
| title_fullStr | Mandatory use of only Persian in Iranian schools |
| title_full_unstemmed | Mandatory use of only Persian in Iranian schools |
| title_short | Mandatory use of only Persian in Iranian schools |
| title_sort | mandatory use of only persian in iranian schools |
| topic | Persian Mother tongue education Phenomenology Monolingual education |
| url | https://doi.org/10.1007/s44217-024-00276-7 |
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