The Islamic Consultative Assembly Opposes the Proposal for Teaching Local Languages in Iranian Schools

The Islamic Consultative Assembly rejected the proposal from the Education, Research, and Technology Commission regarding the teaching of literature in ethnic and local languages in Iranian schools. On Wednesday, March 8, representatives voted against the general principles of this proposal with 104 votes in favor, 130 votes against, and five abstentions. Supporters of the proposal cited Article 15 of the Constitution of the Islamic Republic, stating that the teaching of the mother tongue in schools is permitted under this article. Ehsan Azimi Rad, spokesperson for the Education, Research, and Technology Commission, called for allocating 'at least 10% and at most 20% of the country's educational capacity' to the teaching of these languages in schools. According to Article 15 of the Constitution of the Islamic Republic of Iran, the official language and script of the country is Persian, and 'the use of local and ethnic languages in the press and media, as well as the teaching of their literature in schools alongside Persian, is permitted.' However, in practice, education in the mother tongue is rarely implemented in the country's formal educational system, leading to dissatisfaction and a 'sense of discrimination' among some ethnic groups. A representative of the government, Masoud Pezeshkian, opposed the proposal, stating that the Supreme Cultural Revolution Council, an institution endorsed by the Supreme Leader of the Islamic Republic, is against this proposal. Kazem Delkhush Abatari also added that due to the existence of multiple dialects and local languages in some regions, this proposal could 'cause divisions in the country.' Mohammad Mehdi Shahriari, a member of parliament, also stated that due to the 'anti-Iranian activities' of some ethnicities at the borders of the country, this proposal could jeopardize 'the unity and cohesion of the country.' Education in the mother tongue is considered a 'contentious' issue not only among the officials of the Islamic Republic but also among Iranian political and civil activists, with both supporters and opponents. Supporters of mother tongue education in Iranian schools argue that despite 'linguistic diversity' and the prevalence of at least 75 different languages and dialects in various regions of Iran, some ethnic groups feel discriminated against and overlooked due to restrictions in this area. On the other hand, opponents refer to the Persian language as a national unifying element and argue that the Islamic Republic's concern over the strengthening of ethnic identities and the increase in demands for autonomy is a 'real issue' that could lead to a 'threat to the territorial integrity of the country.'