An analysis of Ministry of Education policies in the field of mother tongue education

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

The aim of this study is to analyze the ministry of education policies in mother tongue education. A purposive sampling method was employed to select twelve experienced teachers The investigation utilized a six-question semi-structured interview to gather comprehensive insights into the phenomenon, considering such interviews as suitable for phenomenographic studies. Thematic analysis was applied to scrutinize the data and revealed four dimensions of criticism. Teachers expressed concerns about the education system neglecting the language of racial and ethnic minorities, attributing it to a policy of denial and refusal. The study highlighted the personal, social, cultural, and educational ramifications of the absence of mother tongue education, advocating for reform policies rooted in educational and social justice to mitigate these consequences. It advocates for proactive measures to foster an inclusive educational environment that addresses the unique linguistic needs of diverse communities.

Keywords

Main Subjects

Sociology of Culture and Art

Articles in Press, Accepted Manuscript
Available Online from 09 January 2024

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History

  • Receive Date: 31 March 2023
  • Revise Date: 10 October 2023
  • Accept Date: 17 October 2023

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