Document Type : Original Article
Authors
1
M.A. student, Department of Education, Faculty of Humanities, and Social Sciences University of Kurdistan, Sanandaj, Iran.
2
Professor, Department of Education, Faculty of Humanities, and Social Sciences University of Kurdistan, Sanandaj, Iran.
3
Ph. D. student, Department of Education, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran .
10.22034/scart.2023.138910.1293
Abstract
Today, the discussion of language is framed within the broader context of culture. Contrary to the prevailing view among some Iranians, who link language to territorial integrity and political struggles, language is increasingly recognized as part of multicultural education. This qualitative study, using a phenomenological approach, explores the experiences of teachers regarding the exclusive use of Persian in schools in Iran. The research was conducted in Sanandaj, with 15 teachers (8 men and 7 women) from elementary to high school levels invited to participate. Data were collected through semi-structured interviews and analyzed using the framework of Braun and Clarke. While teachers emphasized the importance of the mother tongue in fostering cultural identity, a sense of belonging, and communication skills, they also highlighted concerns about the Iranian education system’s monolingual (Persian) policy. Teachers noted that the system's educational centralization, cultural assimilation, and disregard for minority language rights undermine these aspects. The consequences of this policy include identity crises, heightened cultural duality, and hindered learning. In response, teachers suggested several reforms, such as eliminating political approaches to mother tongue education, institutionalizing culturally responsive pedagogy, and promoting an ideologically neutral educational framework. These findings underscore the importance of incorporating the needs of linguistic minorities into curriculum planning for policymakers.
Keywords
Main Subjects
)