Shahla Bagheri; ebrahim hajiani; Mahdi Navid Adham; Mohammad Hosseinzadeh
Abstract
Policy-making on the teaching of ethnic and local languages, like any other issue, cannot be based only on value and normative guidelines and without considering the requirements of the environment and strategic considerations. For this purpose, a research was conducted with the aim of identifying the ...
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Policy-making on the teaching of ethnic and local languages, like any other issue, cannot be based only on value and normative guidelines and without considering the requirements of the environment and strategic considerations. For this purpose, a research was conducted with the aim of identifying the driver factors and influential actors in the issue of teaching ethnic and local languages in Iran. In order to identify the driver factors, we used the method of “Cross Impact Analysis” using Micmac software, and for "actor analysis" we used Mactor software. As the most important results: to prevent the important group of "ethnic activists" from falling into the coalition of opponents of the political system; To continue the alliance with"Convergents who want to increase the ethnic share"; And also, in order to neutralize the factors of "ethnic nation-building" and "ethnic divergence", it is suggested that the policymaker should put aside his relative inaction in the issue of teaching ethnic and local languages and take control of the field with a deliberate action. However, the educational program of ethnic and local language and literature should not have the characteristics of "public" and "standardization" which is the main demand of "ethnic fighters" with the aim of nation building. On the other hand, the desired educational program should be "elitist", with the aim of identifying and flourishing talents and considering the preservation of different varieties of native languages as the linguistic heritage of the country and away from being influenced by foreign varieties.
