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This book unravels the story of English, the language of 'the enemies', in post-revolutionary Iran. Drawing on diverse qualitative and quantitative fieldwork data, it examines the nation's English at the two levels of policy and practice to determine the politics, causes, and agents of the two diverging trends of indigenization/localization and internationalization/Anglo-Americanization within Iran's English education. Situating English in the nation's broader social, political, economic, and historical contexts, the volume explores the intersection of the nation's English education with variables such as power, economy, policy, ideology, and information technology over the past three decades. The multidisciplinary insights of the book will be of value to scholars of global English, education policies and reforms and language policy as well as those who are specifically concerned with education in Iran.
- Sales Rank: #2700874 in eBooks
- Published on: 2013-02-05
- Released on: 2013-02-05
- Format: Kindle eBook
Review
English in Post-Revolutionary Iran is a very thoughtful, provocative and intelligent book on the inevitable tension between the globalization and the domestication of the English language in post-revolutionary Iran, and how the two forces, in fact, constitute two sides of the same hegemonic coin. Bold and compelling in argument and richly eloquent in style, it succeeds in raising profound questions about Iran in the 21st century: a discursive trope, a predicament whose social and political order continues to unfold in bewildering ways. Borjian helps us understand some of the complex interrelations between language and political-economy, and the transformative dialectics underlying the story of English in Iran since 1979.
(Alamin Mazrui, Rutgers University, USA)Maryam Borjian's pathbreaking study of English language teaching in the Islamic Republic of Iran carefully demonstrates the paradoxical growth of English, the language of Khomeini's "Great Satan", alongside the increasing political and diplomatic isolation of the Islamic Republic of Iran and despite the revolution's initial impulse to indigenization. There can be no clearer indication of the desire of the Iranian people and civil society to belong to the global culture and community despite continued government ambivalence in educational policy and its outright hostility to the transfer of foreign ideas.
(Said Amir Arjomand, State University of New York, USA) About the Author
Maryam Borjian is an Assistant Professor in the Department of African, Middle Eastern and South Asian Languages and Literatures, and the Coordinator of African, Middle Eastern and South Asian Language Programs at Rutgers, The State University of New Jersey. Her major research interest lies in the politics, economics and sociology of language in society and education in the contexts of colonialization, modernization, and globalization.
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0 of 0 people found the following review helpful.
English in Post-Revolutionary Iran -- one of the ten most important books in the language hegemony debate
By Jyotirmoy Datta
Though nominally it is only about Iran, this slender 188-page book is weighty with implications for the rest of the world other than the six English-speaking nations. I rate Maryam Borjian's book as one of the ten most important contributions ever on the ongoing debate on 'language hegemony.' Intellectuals, including no less than Michel Foucault, have been spinning out theories about the spread of English being part of a neo-colonialist plot to subjugate the earth by means of language when trade and wars failed. Borjian research throws up facts that settle the debate once for all. She shows that left to themselves people will choose to learn English; if there have been real plots to deprive the masses from accessing the language of not only the latest technolgy but of ideas of individual freedom and the right to question all beliefs, they have been hatched and executed by the likes of Ayatollah Khomeini.
The actual consequences of the project to throw out English from Iran had chillling consequences. "Under the banner of the (Iranian) Cultural Revolution, approximately 8000 professors, about half of the total university faculty members, were purged," Borjian writes. "Thousands of the so called 'unfit' students were prevented from entering universities. The pre-revolution Minister of Education, Farrokhru Parsa -- a champion of women's rights and the only Iranian woman who had ever held such a position" -- was arrested and executed by the Revolutionary Court on 8 May 1980."
Burn the universities, cried Khomeini. Borjian quotes one of the Ayatollah's rants: "Many teachers and professors who teach at our schools and universities are Westoxicated. Their task is to brainwash our youth with incorrect education, rooted in the colonial education of the West ...Thus our universities should change fundamentally. They should be rebuilt from the ashes." Those who had the means, fled Iran. The masses were left to stew in the Khomeini-Foucault broth. Within a few years, however, the need was felt to catch up with the West's technology. The state offered scholarships to study, mostly, medicine and engineering, abroad. Some were given state scholarships to study in the U.K. (247) and the U.S. (110), others (209) to study in Romania, but very few to Islamic countries ( 7 to Pakistan, and only 1 to Turkey). Study in Romania had to be cut short, with the state scholars leaving precipitately, following a tiff between Islamist Iran and Communist Romania. There were 720 scholarships awarded in all by the state between 1982 and 1985. The number of students who went to study abroad at their own expense in just one year alone, in 1982-83, was 2285, with 906 choosing to go to the .US., 523 to the U.K., and none to Romania.
Borjian adheres to the highest academic standards and provides all the necessary citations and notes in fine print, but what leaps off the cold pages of the dissertation is that the Jacks, Joes, Marys and Catherines banished from the pages of English language textbooks by the Islamization purists have returned in the textbooks used in private schools in Iran. The people want English. It's the rulers who say 'No.' In my own formerly Communist-ruled state of West Begal in India, I have noticed the same phenomenon. The rulers tried to impose a strictly vernacular education in the state-run schools, all the while sending their own kids, first, to expensive English-medium schools, and then on to American and British universities. By all accounts, this is also true of China's Communist elite. Borjian's research doesn't touch this issue, but I am sure, that 2285 Iranian students who went abroad to study at their 'own expense' didn't come from the peasantry or the working classes, but were offsprigs of the rich. I will carry my copy of "Englih in Post-Revolutionary Iran' to my next meeting of the Endangered Languages Alliance.
0 of 0 people found the following review helpful.
A Very Good Book on English Language Education in Iran
By Saeed Rezaei
English in post-revolutionary Iran is a historical and scholarly tale of English language education in Iran. The writer who is herself an Iranian American has provided a first-hand account of English language in Iran from the Qajar Dynasty (1836) to the end of Ahmadinejad’s presidency (2013). Borjian has been highly successful to relate the turbulent story of English in Iran; prior to the revolution of the 1979 to the present Islamist fundamentalists. This book is a story of English as the language of the Great Satan (i.e. the US in post-revolutionary discourse) in Iran which was once internationalized and later indigenized through the Cultural Revolution of the 1980. I highly recommend this book to the researchers in the field of ELT, History of Education, sociolinguistics, and Iranian Studies. As a final word, I assume that you will read the whole book in one sitting.
0 of 0 people found the following review helpful.
Hail to Dr. Borjian
By Mahvash Shahegh
I have read this book and to borrow from one of her book reviewers: “Bold and compelling in argument and richly eloquent in style, Borjian helps us understand some of the complex interrelations between language and political-economy, and the transformative dialectics underlying the story of English in Iran since 1979.”
In my opinion this book is a must- read book for all people who work with both languages: Persian and English. In general, it is a fascinating topic for readers who are interested in the history of English in Iran and its hidden influence on all aspects of Iranian life and culture.
Mahvash Shahegh
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