Barriers to multicultural education in Iran

Hasanpour, A; Batmani, Sedighe; Bolandhematan, Keyvan

doi:10.1108/jme-10-2021-0185

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…Consequently, all participants believed the government views MT education as a threat, using justi cations such as considering Persian the language of knowledge, promoting streamlined communication, facilitating administrative processes, and strengthening national identity. This is also in line with Hassanpour et al (2022) ndings. One of the participants stated:…”

Section: Centralization (Ec)supporting

confidence: 92%

“…Iran is a multicultural and multilingual society that has hosted many different ethnic and linguistic groups throughout its history, namely, Persians, Turks, Kurds, Baluchis, Arabs, Gilaks, Mazanis, Armenians, and Turkmens (Hassanpour et al, 2022;Atabaki, 2005). Despite this diversity, research conducted by Aliakbari & Darabi (2012) and Aliakbari & Khosravian (2014) has revealed that Persian holds the position as the predominant language in Iran, accounting for 51% of usage across 12 provinces out of 31.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, minorities mother tongue (MMT) education in Iran's education system has not been realized so far. Several reasons lead to these challenges such as the fear that Persian might be supplanted as the national language and that bilingual education is not a rational option for national solidarity (Hassanpour et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Mandatory Use of Only Persian in Iranian Schools

Azizi,

Romano

et al. 2024

Preprint

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This paper explores teachers’ experiences of using only Persian language in Iranian schools and its consequences. To do this qualitative method and phenomelogical 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 (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.

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Section: Centralization (Ec)supporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

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Mandatory Use of Only Persian in Iranian Schools

Azizi,

Romano

et al. 2024

Preprint

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“…In Iran, in the religious area of education, Islam (Shiite) has dominated the curriculum, and the traces of other Islamic and non-Islamic religions are not visible or very insignificant (Hassanpour et al , 2022). The education system should move toward religious diversity because, according to Topidi (2020), education represents an ideal path to maintain and develop one’s identity, mainly when belonging to a religious minority.…”

Section: Introductionmentioning

confidence: 99%

Diversity in Iranian upstream educational documents

Hassanpour

Azizi

Ahmadi

et al. 2023

JME

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Purpose Considering the role that students’ diverse identifications play in education, this paper aims to contribute to the developing discourse on multicultural education concerning the status of ethnic, religious and linguistic diversity in Iranian upstream educational documents (UEDs). Design/methodology/approach This paper explores the status of ethnic, religious and linguistic diversity in Iranian UEDs through quantitative and qualitative content analysis. Findings Findings show that three continuous patterns are repeated throughout the documents. (1) The so-called diversity: although there are promising and positive statements about diversity in the documents, they are indirect, and this level of attention is very superficial and limited. (2) Affirming assimilation: the documents are covered by presenting the Islamic-Iranian identity, and somehow almost all the issues raised in the documents end up in this pattern. (3) Pattern of contradictions: content analysis shows that the content of documents does not have intellectual and logical coherence. Practical implications This research paper points to the need for a systematic analysis of ignoring diversity operating in UEDs in Iran. Originality/value To the best of the authors’ knowledge, this paper broadens the document analysis as one of the first research to critically explore the depiction of diversity in important UEDs in Iran.

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“…tudies on multi-religion is crucial for promoting tolerance, coexistence, and freedom (Hassanpour et al, 2022). In Indonesia, society adheres to various religions, including Islam, Protestantism, Catholicism, Hinduism, Buddhism, and Confucianism.…”

mentioning

confidence: 99%

Multiculturalism of Indonesia’s Multireligious Communities: The Portrayal of Multicultural Competence and its Contributing Factors

Badrun,

Warsah,

Morganna

et al. 2024

RIMCIS

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Multireligious communities need to acquire multicultural competence (MC) to help them deal with complex interactions taking place in the repertoire of religious and cultural differences. Hence, this explanatory mixed-method study sought to quantitatively measure the MC of Indonesia’s multireligious communities and to qualitatively explore the factors contributing to the formation of their MC. A quantitative survey with 30-item valid and reliable questionnaires was conducted to measure the MC of 577 respondents from a population of Indonesia’s multireligious communities by using a convenient sampling technique. A descriptive qualitative study was further executed to explore the contributing factors of MC by involving 20 participants recruited using a purposive sampling technique. The data were analysed using descriptive-quantitative and interactive-model techniques. The quantitative data revealed that the multireligious communities had a high level of MC (M=3.64) demonstrated by high levels of multicultural awareness, skills, and knowledge with a balanced composition. The qualitative data highlighted five factors shaping their MC. These factors entailed mutual respect, tolerance, internalization of multicultural attitudes, good communication, and interactions with cultural traditions. Further studies could use these factors to develop multicultural education programs or interventions.

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Barriers to multicultural education in Iran

Cited by 7 publications

References 14 publications

Mandatory Use of Only Persian in Iranian Schools

Mandatory Use of Only Persian in Iranian Schools

Diversity in Iranian upstream educational documents

Multiculturalism of Indonesia’s Multireligious Communities: The Portrayal of Multicultural Competence and its Contributing Factors

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