Sociological Analysis of the Language Policy Discourse during the First Pahlavi Period (Emphasizing the approvals of the Higher Education Council)

Kohnepoushi, Seysd Mosleh; Mehraein, Mustafa; Kashani, Majid; Nawabakhsh, Mehrdad; Ghadimi, Bahram

doi:10.22051/hii.2021.33470.2339

Document Type : Scientific-Research

Authors

¹ P.H.D Student Faculty of Humanities, Islamic Azad University, Science and Research Branch, Tehran, Iran

² Assistant Professor Institute of Humanities and Cultural Studies, Tehran, Iran.

³ Assistant Professor Department of Sociology, Faculty of Social Sciences, Islamic Azad University, Central Tehran Branch, Tehran, Iran

⁴ Professor Department of Sociology, Faculty of Literature, Humanities and Social Sciences, Islamic Azad University, Science and Research Branch, Tehran, Iran

⁵ Assistant Professor Department of Sociology, Faculty of Literature, Humanities and Social Sciences, Islamic Azad University, Science and Research Branch, Tehran, Iran

https://doi.org/10.22051/hii.2021.33470.2339

Abstract

Modernization in Reza Shah's government necessitated the adoption of a clear lingual policy in the fields of administration and education. The lingual policy adopted during this period was to use Persian and to marginalize other Iranian languages. The present article addresses the question: what was the discourse strategy to establish a unified language policy during the first Pahlavi period? To analyze this issue, theoretical views with the following conceptual structure were expressed: Reza Shah's government with "crisis in the moral order of society", "mobilization of resources" and "chains of intellectual interaction" sought to establish an attained discourse. This research has analyzed the approvals of the Higher Education Council using Fairclough’s Critical Discourse analysis method. Findings from the analysis of the text of the resolutions show that the discourse order of this council, on the subject of language policy, has been centralized and uniformed, according to the context and social conditions of this period, in which cultural nationalism based on the Persian language had become dominant. The results show that the authoritarian government of Reza Shah, by implementing the modernization project, strengthened the network of intellectual interaction, mobilized existing resources and facilities, created instability in the previous moral and cultural order, strengthening the unifying the Language Policy Discourse.

Keywords

Main Subjects

History of Islamic Iran

References

List of sources with English handwriting

Afšār, Īraǰ (1368). Zabāne Fārsī dar Azerbaycan. Mūqūfāt Maḥmūd Afšār yazdī.

Afšār, Maḥmūd (1304). Maṭlūbe Mā: Vaḥdate Mellī ye Mā. Āyandeh, No. 1, pp 5-7.

Afšār, Maḥmūd (1305). Masʼale-ye Mellīyat va Vaḥdat-e Mellī-ye Iran. Āyandeh, Vol 2, No 8[20], pp 557-569.

Akbarī, Moḥammad ʿAlī; Vāʿeẓ, nafīseh (1388). A Study of the Nature of the First Pahlavi State. Tārīḵ-e Iran, No 5/ 63, pp 1-26.

Anṣārī, Manṣūr; Ṭāherkẖānī, Fāṭemeh (1389). A Study of Pierre Bourdieu's Theory of Language and Symbolic Power (Barresī-ye Naẓarī-ye Zabān va Qodrat Namādīn Pierre Bourdieu). Faṣlnāme- ye Pažūheš-hāye Syāsī va Beyn-almelalī,Vol 1.No 3, pp. 51-65.

Āqāgol-zādeh, Ferdows; Ṭāremī, Ṭāhereh (1395). Linguistic analysis of the rival discourses in the educational scholarships file: Faircloughʼs critical discourse analysis approach (Taḥlīl-e Zabānšenāḵtī-ye Goftomān-hāye Raqīb dar Parvande-ye Būrsye-hāye Taḥṣīlī: Rūīykard-e Taḥlīl goftemān-e Enteqādī-ye Fairclough). Domāhnāme-ye ǰastār-hāye Zabānī, Vol. 7, No 6 (34) pp. 391-414.

Ašraf, Aḥmad (1373). The Crisis of National and Ethnic Identities in Contemporary Iran (Boḥrāne Hovīyyate Mellī va Qowmī dar Iran). Maǰalle-ye Irannāmeh, No 47, pp 521-550.

Ašraf, Aḥmad (1396). Hovīyyate Īrānī az Dorāne Bāstān tā Pāyāne Pahlavī, Translated by: Ḥamīd Aḥmadī, Tehrān: Našre Ney.

Atābakī, Tūraǰ (1396). Taǰaddode Āmerāneh (ǰāmeʻe va dolat dar ʻaṣre reżā šāh). Translated by: Mahdī Ḥaqīqat-Ḵāh, Tehrān:Qoqnūs.

Bahār, Moḥammad-taqī (1379). Tārīḵ-e Moḵtaṣar-e Aḥzāb-e Syāsī-ye Iran: Enqrāḍ-e Qāǰārīye. Tehārn:AmīrKabīr.

Bašīryeh, Ḥoseyn (1374). ǰāmeʿe Šenāsī-ye Syāsī (Political Sociology). Tehrān: našre ney.

Bašīryeh, Ḥoseyn (1380). Mavānʻ-e tūseʻeh Sīāsī dr Iran (Barriers to political development in Iran). Tehran: Gam-e No.

Bourdieu, Pierre (1380). Naẓary- ye Koneš: dalāyel-e ʻamalī-ye Enteḵāb-e ʻaqlānī (Raisons pratiques: sur la theorie de l'action). Translated by: Morteḍa mardīhā. Tehārn: Entešārāt-e naqš o negār.

Cronin, Stephanie (1393). The making of modern Iran: state and society under Riza shah 1921 - 1941 (Rezā-Šāh Va Šeklgīrī-ye Iran-e Novīn. Translated by: Morteża Ṯāqebfar. Tehrān: ǰāmī.

Dabīrḵāne -ye Šūrāye ʻālī-ye Amūzeš va Parvareš (1385). Ṣūrat-e Moḏākerāt-e ǰalasāt-e Šūrā-ye ʻālī-ye Amūzeš va Parvareš. From ǰalase-ye 343 Mūvareḵ 15/10/1315 to 383 Mūvareḵ 1/9/1317. Ketābḵāne -ye Dabīrḵāne -ye Šūrāye ʻAlī-ye Amūzeš va Parvareš, Šomāreh Ketāb 608.

Dabīrḵāne-ye Šūrāye ʻālī-ye Amūzeš va Parvareš (1385). Ṣūrat-e Moḏākerāt-e ǰalasāt-e Šūrā-ye ʻālī-ye Amūzeš va Parvareš. From ǰalase-ye 163 Mūvareḵ 2/2/1309 to 296 Mūvareḵ 4/10/1313. Ketābḵāne-ye Dabīrḵāne-ye Šūrāye ʻālī-ye Amūzeš va Parvareš, Šomāreh Ketāb 606.

Dabīrḵāne-ye Šūrāye ʻālī-ye Amūzeš va Parvareš (1385). Ṣūrat-e Moḏākerāt-e ǰalasāt-e Šūrā-ye ʻālī-ye Amūzeš va Parvareš. From ǰalase-ye 297 Mūvareḵ 18/10/1313 to 342 Mūvareḵ 24/9/1315. Ketābḵāne -ye Dabīrḵāne -ye Šūrāye ʻālī-ye Amūzeš va Parvareš, Šomāreh Ketāb 607.

Fairclough, norman (1379). Critical Discourse Analysis (Taḥlīl-e Enteqādī-ye Goftemān. Translated by: Fāṭemeh Šāyesteh, Pīrān et al., Tehrān: Markaz-e Moṭāleʻāt Va Taḥqīqāt-e Rasāne-hā.

Foran, John (1377). Fragile resistance: Social transformation in Iran from 1500 to the revolution (Moqāvemat-e Šekanande: Tārīḵ-e Taḥavvolāt-e Eǰtemāʻī-ye Iran). Translated by: Aḥmad Tadayyon. Tehrān: Rasā.

GolČīn, masʻūd; Towfīq, Ebrāhīm; Ḵorsandī, Zohre (1390). The discourse analysis of Iranian Intellectuals about Modern Sciences (Taḥlīl-e Goftemān-e Rošanfekrān-e Īrānī Darbāre-ye ʻolūm-e ǰadīd (Az Tʾasīs-e Dārolfonūn Tā Tʾasīs-e Dānešgāh Tehrān). masāʼel-e Eǰtemāʿī-ye Iran, Vol 2, No 1, pp. 75-106.

Homāyūn- kātūzīān, Moḥamad -ʿalī (1389). State and society in Iran the eclipse of the Qajars and the emergence of the Pahlavis (Dowlt va ǰāmeʿe dar Iran; Enqerāż-e Qājār va Esteqrār-e Pahlavī). Translated by: Ḥasan Afšār. Tehrān: Markaz.

Homāyūn- kātūzīān, Moḥamad-ʿalī (1374). The political economy of modern Iran, despotism and pseudo - modernism (Eqteṣād-e Syāsī-ye Iran az Mašrūṭyat tā Pāyān-e Selsele-ye Pahlavī). Translated by: Moḥmmadrezā Nafīsī va Kāmbīz ʿazīzī. Tehrān: Markaz.

Homāyūn-kātūzīān, Moḥamad -ʿalī (1385). "ǰāmeʿe va Dowlat dar Dūre-ye Rezāšāh", Taǰaddod-e Amerāne. Translated by: Mehdī Ḥaqīqatḵāh, Tehrān: Našre Qoqnūs, pp. 23-64.

ǰahāngīrī, ǰahāngīr; Bandar-rīgīzāde, ʻAlī (1392). LANGUAGE, POWER AND IDEOLOGY IN NORMAN FAIRCLOUGH’S ‘CRITICAL’ APPROACH TO DISCOURSE ANALYSIS (Zabān, qodrat va Īdeoložī dar rūykard-e «enteqādī»-ye Norman Fairclough be Taḥlīl-e Goftomān). pažūheš syāsat-e naẓarī, No 14, pp. 57-82 .

ǰāvor, Saʻīdeh; ʻAlīzādeh, nāṣer (1396). Hovīyyat dar Romān «Az Šeyṭān Amūḵt va Sūzānd» Aṯar-e farḵonde Aqāʼī (Barpāy-ye Goftemān-e Enteqādī-ye Norman Fairclough). Faṣlnāme-ye Bahārestān saẖn,Vol 14, No 38, pp 247-266 .

Jorgensen, Marianne; Phillips, Louise J. (1391). Discourse analysis as theory and method (Naẓarīye va Raveš dar Taḥlīl-e Goftemān). Translated by: Hādī ǰalīlī. Tehrān: Našr-e Ney.

Kalān, Amīr (1397). Who's Afraid of Multilingual Education? (Če kasī Az Amūzeš-e Čandzabāne Mīharāsad? Translated by: Hīwā Veysī. Nosḵe-ye Dīǰītālī Fārsī.

Kasravī, Aḥmad (1387). Tārīḵ-e Mašrūṭe-ye Iran. Tehrān: Moʻassese-ye Entešārāt-e Negāh.

Mehrāeeīn, Moṣṭafa (1386). Conditions for Cultural Production: The Origions of Islamic Modernism in India, Egypt, and Iran (Šarāyeṭ-e Tolīd-e Farhang: Rīše-hāye Ẓohūr-e Modernism-e Eslāmī dar Hend, Meṣr va Iran. Resale-ye dūre-ye Doktorī Rešte-ye ǰāmeʿešenāsī. Dāneškade-ye ʿolūme Ensānī Dānešgāh Tarbyat Modarres.

Mīrī, Seyyed-ǰavād (1397). Taʾammolī Darbāre-ye Iran: Vākāvī-ye Hovīyyat, Mellīyat, Īrānyat va Syāsat-gozārī-hāye Zabānī.Tehrān: Naqd-e Farhang.

Mīrī, Seyyed-ǰavād (1397). Zabān-e Mādarī dar Goftemān-e ʿolūm-e Eǰtemāʿī. Tehrān: Naqd-e Farhang.

Mīrzāeī, Ḵalīl (1395). keyfī pažūhī: Pažūheš, Pažūhešgarī va Pažūhešnāme-nevīsī. Tehrān: Našre Fūžān.

Naǰafzāde, Mahdī; Ḵaṭībī-qūždī, Moḥammad (1393). Az Mohandesī-ye Eǰtemāʿī-ye Tadrīǰī tā Mohndesī-ye Eǰtemāʿī-ye Ārmānī: Moqāyese-ye Taṭbīqī-ye Rūykard-e Rowšanfekrān-e Nasl-e Avval va Dovvom-e Pahlavī. Masāʾīl-e Eǰtemāʿī-ye Iran, Vol 5. No 2, pp. 95-116.

Norūzī, d (1327). Rošd-e Būdje dar Iran. Razm-e Māhāne, 10 ābān.

Phillipson, Robert (1395). Linguistic imperialism (Emperātūrī-ye Zabānī). Translated by: Fāṭemeh Modarres et al., Tehrān: Pažūhešgāh-e ʻolūm-e Ensānī va Moṭāleʻāt-e Farhangī.

Qāżīmorādī, Ḥasan (1391). Nūsāzī-ye Syāsī dar ʻaṣr-e Mašrūṭe-ye Iran. Tehrān: Ketāb-e Āmeh.

Rasūlī, Ḥoseyn; Dehqānī, Rezā; Karīmī, ʿAlīrezā (1396). The Reaction of Local People of Kurdistan to Modern Education During Reza Shah's Reign (Vākoneš-e Ahālī-ye Kurdestān be Gostareš-e Āmūzeš-e novīn dar dūre-ye Rezāšāh. Pažūhešnāme-ye tārīḵ-hāye Maḥallī-ye Iran), Vol 6, No 1. pp. 149-162.

Ṣafavī, Kūroš (1387). Darāmdī bar Maʻnāšenāsī. Tehrān: Sūre-ye Mehr.

Sāzmān-e asnād Va Ketābḵāne-ye Mellī-ye Iran (sākmā) (1304). Būdǰǰe-ye Toseʻe-ye Maʻāref va Basṭ-e Madāres-e ǰadīd az Maḥall-e Aḵḏ Šahrīye Va Mostamarīyāt. Šenāse-ye Sanad: 24651/297.

Šorakāyī ardakānī, ǰavād; Ṣafdarī, Ṯorayā (1388). Fehrest-e Moṣavabāt-e Šūrā-ye ʻĀlī (Šūrāī ʻĀlī-ye Maʻāref, Farhang Va Amūzeš Va Parvareš) Az Sāl-e 1301 Leġāyat Šahrīvar 1388. Tehrān: Monādī-ye Tarbīyat.

Tabāṭabāyī, sayyed-ǰavād (1384). Maktab-e Tabrīz: Taʼammolī Darbāre-ye Iran. Tabrīz: Entešārāt-e Sotūdeh.

Żīyā Ebrāhīmī, Rezā (1396). The emergence of Iranian nationalism : race and the politics of dislocation (Peydāyeš-e Nationalism-e Īrānī; Nežād Va Syāsat-e Bīǰāsāzī). Translated by: Ḥasan Afšār. Tehrān: Našr-e Markaz.

English Sources

Baker, C. and Garcia, O. (2007) Bilingual Education: An Introductory Reader. Clevedon: Multilingual Matters.

Bani-Shoraka, H. and Uppsala Universitet. (2005) Language Choice and Code-switching in the Azerbaijani Community in Tehran: A Conversation Analytic Approach to Bilingual Practices. Uppsala: Uppsala Universitet.

Bast, Oliver. (2009) "Disintegrating the ‘Discourse of Disintegration’." In Iran in the 20th century, by Touraj Atabaki. London: Tauris.

Bayat, K. (2005) the ethnic question in Iran. Middle East Report 237, 42–45.

Bugarski, R. (1992) Language situation and general policy. In R. Bugarski, & C. Hawkesworth, Language Planning in Yugoslavia (pp. 10-26) Slavica Publishers.

Collins, Randall. (1998) the Sociology of Philosophies: A Global theory of intellectual change. Cambridge, MA: Harvard UN. Press.

Cummins, J. (1981) Empirical and theoretical underpinning of bilingual education. The Journal of Education 163 (1), 16–29.

Cummins, J. (2001) Negotiating Identities: Education for Empowerment in a Diverse Society. (2nd edn) Ontario, CA: California Association for Bilingual Education.

Cummins, J. (2008) BICS and CALP: Empirical and theoretical status of the distinction. In N.H. Hornberger (ed.) Encyclopedia of Language and Education (pp. 487–499) New York: Springer.

Cummins, J. (2011) Identity matters: From evidence-free to evidence-based policies for promoting achievement among students from marginalized social groups. Writing and Pedagogy 3 (2), 189–216.

Fairclough, N. (1989) Language and Power. New York: Longman Inc

García, O. Skutnabb-Kangas, T. and Torres-Guzmán, M.E. (2006) Imagining Multilingual Schools: Languages in Education and Glocalization. Clevedon: Multilingual Matters.

Gellner, Ernest (1983) Nation and Nationalism. Oxford, Oxford Press.

Hassanpour, A. (1992) Nationalism and Language in Kurdistan, 1918–1985. New York: Edwin Mellen.

Hayati, A.M. and Mashhadi, A. (2010) Language planning and language-in-education policy in Iran. Language Problems and Language Planning 34 (1), 24–42.

Hoominfar, E. (2014) Challenges of multilingual education. Unpublished MA thesis. The Graduate College of Bowling Green State University, Ohio.

Ingham, B. (2006) Language situation in Iran. In K. Brown (Ed.) Encyclopedia of Language and Linguistics (pp. 16–17) Amsterdam: Elsevier.

Jahani, C. (2005a) The Iranian language policy of the twentieth century. In A. Rabo and B. Utas (Eds) the Role of the State in West Asia (pp. 141–150) Istanbul: Swedish Research Institute.

Jahani, C. (2005b) State control and its impact on language in Balochistan. In A. Rabo and B. Utas (Eds) the Role of the State in West Asia (pp. 151–160) Istanbul: Swedish Research Institute.

Johnson, D. C. (2016) Theoritical Foundations for Discursive Approaches to language policy. In E. Barakos, J. W. Unger, E. Barakos, & J. W. Unger (Eds.), Discursive approaches to language policy (pp. 11-21) London: Palgrave Macmillan

Kalan, A. (2016) “Who’s Afraid of Multilingual Education?” University Of Toronto & Dayton.

MacKenzie, D.N. (1969) Iranian languages. Current Trends in Linguistics 5, 450–77.

Nieto, S. and Bode, P. (2008) Affirming Diversity: The Sociopolitical Context of Multicultural Education (5th edn) Boston, MA: Allyn & Bacon.

Perry, J.R. (1985) Language reform in Turkey and Iran. International Journal of Middle East Studies 17 (3), 295–311; doi: 10.1017/S0020743800029214.

Sheykholislami, J. (2012) Kurdish in Iran: A case of restricted and controlled tolerance. International Journal of the Sociology of Language 217, 19–47; doi: 10.1515/ijsl-2012-0048.

Skutnabb-Kangas, T. (2000) Linguistic Genocide in Education – Or Worldwide Diversity and Human Rights? Mahwah, NJ: Lawrence Erlbaum Associates.

Skutnabb-Kangas, T. (2009) Social Justice through Multilingual Education. Bristol: Multilingual Matters.

Skutnabb-Kangas, T. and Heugh, K. (2012) Multilingual Education and Sustainable Diversity Work: From Periphery to Center. New York: Routledge.

Spivak, G. C. (1996) The Spivak Reader, D. Landry / G. Maclean (en.), New York / London: Routledge.

Weisi, H. (2013) L2 Acquisition, L1 endangerment and their impact on learning English: A case study of Kurdish speakers in Iran. Unpublished PhD thesis. Shiraz University, Shiraz, Iran.

Windfuhr, G. (2009) the Iranian Languages. New York: Routledge.

Wuthnow, Robert. (1989) Communities of Discourse, Ideology and Social Structure in the Reformantion, the Enlightenment, and European Socialism, (Cambridge: Harvard uni)

History of Islam and Iran

Sociological Analysis of the Language Policy Discourse during the First Pahlavi Period (Emphasizing the approvals of the Higher Education Council)

References

References

Volume 31, Issue 51 - Serial Number 141
November 2021
Pages 169-195

Sociological Analysis of the Language Policy Discourse during the First Pahlavi Period (Emphasizing the approvals of the Higher Education Council)

References

References

Volume 31, Issue 51 - Serial Number 141November 2021Pages 169-195

Volume 31, Issue 51 - Serial Number 141
November 2021
Pages 169-195