In Kurdistan of Iran, learning the mother tongue by teachers, civil activists and sympathetic people in literary and cultural associations and NGOs; It has entered a more serious phase for many years and urgent measures are being taken in this direction. In Iran, which multinational despite this, according to Article 15 of the Constitution of this country, learning and teaching the mother tongue is allowed in addition to the official language, but its implementation it has been postponed for many years by the officials of the government of the Islamic Republic.
Octavio Paz, a Mexican author who won the Nobel Prize for Literature, emphasizing the power of language to create unity beyond gaps, states: “Languages are broad realities that encompass the historical and political units we know as a nation,”
Here, the role of language in achieving a stable union is undeniable, and different nations achieve this stability when they respect each other’s language and strive to discover each other’s hidden world. This is also possible through the development and growth of language, not by eliminating or marginalizing it. Language is part of identity of every nation and with the growth of language, the cultural-political identity of that nation also grows.
Considering that the teachers of Kurdistan are aware of this fact, they have taken on the task of teaching reading and writing in their mother tongue. At the same time, they are trying to develop and protect their identity while at the same time developing it and, in this way, they have incurred a lot of costs.
Many of these teachers and activists are constantly threatened, intimidated, and even imprisoned and executed for keeping their nation alive. “Zara -Mohammadi” is one of the teachers who was sentenced to ten years in prison for ten years of service to the Kurdish language and literature.
Those who oppose mother-tongue education in Iran claim that the multilingual education system causes the disintegration of this country, this is an atmosphere of baseless and artificial terror which is exactly the opposite of their own rules-, it has led to their serious opposition to the individuals and organizations that are taking steps in this direction.
This is terror, and imprisonment, and not only can not eliminate the reality of the need to protect the national language from the minds and hearts of the people, especially the minority nations which are living in this geography، rather, it must be said that it did the exact opposite, and the latest example to prove this claim was Zara’s statement after the court announced its verdict.
“Zara” in a video in response to this sentence states: “I am proud to have dedicated ten years of my life to serving the people and my mother tongue, if teaching my mother tongue is a crime! I agree, and this is a sacred crime for me.
If panic was effective, the execution of “Farzad Kamangar” ten years ago was an obstacle ten years of teaching and serving “Zara” to her nation, certainly from the morning of his sentencing to ten years in prison, many of Kurdish language teachers will be emerge in Kurdistan. If we support Zara today, we support the Zara language.
In the end, this point must be considered, the linguistic unity cannot be the protector of national unity and integrity, – That in Iran this issue is a place for reflection and question-and linguistic diversity does not necessarily lead to the disintegration of different nations. But what causes it is division that “they” intimidate the people in this way, ignoring national rights and education in the independent language of these nationalities.
The alliance that the Islamic Republic and the Pan-Iranians are talking about, it has the lacking even least guarantee and with the slightest tension it breaks down. In none of developed countries of the world the entitlement to education in the mother tongue does not stand against the unity of the country.
However, we as Kurds must keep in mind that we are not the protectors of Iran’s political geography, rather, the social and political divisions of each country stems from the neglect and marginalization of the other by the ruling nation.
Therefore, in this regard, it should be noted that not only “Zara” and all language teachers of minority nations are not criminals and separatists, but also supporters of monolingual governance and people without a position and neutrality in this regard which divert our legitimate wishes and those of other nations in this political geography in their own interests.
Translated by Hemin