A study concluded that the imposition of Persian education in Ahwaz schools formed part of the Persian occupation scheme to change the demographic situation in the occupied State of Ahwaz, The attempt by the occupation authorities to change the Ahwazi Arab identity with a Persian identity or distort the identity and history of the Ahwazi Arab population, thus placing the Ahwazi citizen in a difficult situation However, the abilities of the Ahwazis to continue the Arabic language by speaking it at home have made it resistant to all attempts by the occupation to prey on Ahwaz.
A study entitled “Education without the mother tongue in Ahwaz and highlighting the educational implications and social identity,” published by the Dialogue Institute for Research and Studies, pointed out that the issue of education in Ahwaz is a unique one, because education without the mother tongue, for Ahwaz Arabs, is an early experience that enters them into the world of collision, clashing with a language they did not recognize in their childhood and it came as foreign and strange to them.
Therefore, the Ahwazis, by virtue of this early serious factor, find themselves facing dealing with an issue that they do not understand except in a state of extreme confusion and strangeness. The Ahwazi Arab child, along with his mother and family, until recently, remained far from the experience of life with a language other than his own, which made him retreat before it and wither his activity due to his ignorance of it.
The study touched on three aspects related to education other than the mother tongue, namely the technical educational aspects, the identity aspects, and finally the societal aspects.
He explained that slapping the Arab child in Al-Ahwaz by the Persian occupation, at the beginning of his life and in the early stages of teaching him life skills and knowledge, slapping him in a language in education that is different from his mother tongue means throwing him in an isthmus that separates him from his language on which he grew up until the age of seven, the language of slapping him in schools does not He knows where Zmamha and how Kttumha.
This phenomenon, until a few years ago, was a very dominant phenomenon in the Iranian educational system, whereby the Ahwazi student – without having reliable statistics, but speaking based on intuitive impressions or through the statements of the concerned school teachers – had to repeat the same first grade. Or the second, for two or three years, due to his weakness in education and understanding of school subjects. It is not an illusion if I say that the biggest cause of this ominous phenomenon is ignorance of the Persian language: the official language of instruction in Iran, which has led many Ahwazi Arab families to refrain from sending their children to Persian schools. This is after verifying the weakness of the children in all subjects such as reading, writing, mathematics, etc.
The study showed that the phenomenon of dropping out of school is largely present in Al-Ahwazi villages, and they suffer from economic weakness, which makes the incentive always present to replace work in the fields or grazing livestock, etc., with study.
The study pointed out that Reza Pahlavi did not ignore, nor did the clique that surrounded him from the planners of the Iranian monolingual educational system, led by Issa Seddik, the importance of language in building identity, and its emphatic role in consolidating the claim of one Iranian nation, the Persian language, as well as its influence in consolidating The pillars of the new regime in politics and society, which they imposed on Iran’s geography. The Shah of Iran wanted to make a unified nation of language and culture by relying on imposing a unified language on all the nationalities under his rule, convinced that this imposition would create his required nation, and thus he worked hard to antagonize the other languages in his imposed state with great power, on top of which are Arabic and Kurdish. Turkish and Balochi. In this context, we can identify the most important consequences of this state educational policy, at the identity level.
The study showed that the imposition of education in Farsi on the Ahwazi learners caused them to suffer from many complex issues. This is because the language and then education in a language other than the mother tongue does not only mean a technical matter, but rather an existential matter that affects the individual and the group together. Their customs, traditions, values, and all that they inherited through their dealings with their lives and their existential historical experiences with them.
The study concluded that the distorted education imposed by the Persian occupation in the form of a breach in the process of social upbringing, and its transformation into a blatant ideological mount that wants to undermine Arabism and create a unified entity at the expense of pluralism and discordant nations, and in the context of distorting history, society and values together, and through that process aimed at engineering Societal efforts made most of their efforts to run after the expulsion of the Arab, and to make the Persian parable the probe and the principle that is relied upon and measured against.