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با حضور نماینده ای از آذربایجان جنوبی در یونسکو برگزار شد: سمینار بررسی وضعیت ملتهای غیرفارس ساکن در ایران+ تصویر

آذوح: یونسکو برای اولین بار تنوع زبانی در ایران را به بحث گذاشت و با دعوت از نمایندگان ملتهای مختلف ساکن در ایران سمیناری را به این موضوع اختصاص داد.
به گزارش آذوح دفتر سازمان آموزشی، علمی و فرهنگی سازمان ملل متحد، یونسکو (UNESCO) در پاریس، روز جمعه ۲۱ فوریه به مناسبت روز جهانی زبان مادری کنفرانسی با مشارکت سازمان "ملتهای بدون دولت(یو .ان .پی .او)" و شماری از سازمان های سیاسی ملتهای غیرفارس برگزار کرد.
در کنفرانس یونسکو در پاریس برای اولین بار مسئله ی تنوع زبانی در ایران مورد بحث و بررسی قرار گرفت و به همین منظور سازمان “یو ان پی او”، یکی از میزبانان این کنفرانس، سازمان های سیاسی و فعالان مدنی و حقوق بشری ملتهای مختلف را به این کنفرانس دعوت کرد.
از آذربایجان جنوبی خانم آیدا کریملی توسط سازمان یو ان پی او جهت حضور در دیدار با مسئولین یونسکو دعوت شده و به عنوان نماینده ی "اتحاد آذربایجان جنوبی(آذوح-گادپ) در این مراسم شرکت و دیدگاههای خود را بیان کردند.
آقایان ناصر بلیده ای و امیر سعید نیز به عنوان نمایندگان ملتهای بلوچ و عرب در این سمینار حضور یافتند. از سوی سازمان یونسکو خانمها "ایرمگاردا بوددئبئرگ" و "سئرئنا هئکلئر" (IrmgardaBuddeberg ، Serena Heckler) و سازمان یو ان پی او خانم "مائود ون واللگهم" (MaudVanWalleghem) به عنوان میزبانان این جلسه در ابتدا با ارائه ی توضیحاتی اجمالی از عملکرد سازمانهای خود، از نمایندگان ملتهای محتلف خواستند در خصوص وضعیت جنبشهای ملل غیرفارس نظرات خویش را بیان دارند.
در پایان این جلسه ی 1.5 ساعته نمایندگان یونسکو و یو ان پی او ضمن دریافت بیانیه ی حاضر شده از طرف هیات ملتهای غیرفارس ضمن تاکید بر اینکه از تمامی توان خود در کمک به مبارزات ملتها برای احقاق حق تعیین سرنوشت خود استفاده خواهند نمود خاطرنشان ساختند بیانیه ی تهیه شده، به رئیس یونسکو، به دفتر یونسکو در ایران جهت تحویل به مقامات ایرانی و به دفتر مستقر در ژنو ارسال خواهد گردید.
گفتنی است در ادامه ی چنین جلساتی مقرر گردید در آینده ای نزدیک در مقر پارلمان اروپا در بروکسل و با همکاری سازمانهای یونسکو، یو ان پی او و چندین عضو پارلمان اروپا کنفرانس دو روزه ای در خصوص ملتهای غیرفارس ساکن در ایران برگزار گردد.



متن بیانیه ی تهیه شده توسط هیات ملتهای غیرفارس ساکن در ایران را مشاهده می فرمایید:

Brussels, 17th  of February 2014
Dear Ms Irmgarda Kasinskaite-Buddenberg and Ms Serena Heckler,
RE: UNESCO Meeting on Language Rights in Iran on the occasion of the IMLD
We congratulate you on having introduced an international “mother language day” on the 21st of February. By this manifestation you show that you want, and understand, how important language is to preserve the culture and traditions of peoples and how language brightens up the world.
In ushering in this year’s international mother language on 21 February, the undersigned thank you for receiving our delegation which will brief you in Paris. It has been 15 years since in 1999, UNESCO decided to launch an International Mother Language Day (IMLD) to be observed throughout the world each year, and we fully support this initiative.
Iran is a multinational state where Turks, Persians, Kurds, Arabs, Baluchis, Turkmen and Lors live with different national, linguistic, ethnic and cultural characteristics. Iran is one of the most diverse countries in the Middle East – however this diversity is not reflected in the political system ruling the country.
According to the former deputy of Education in Iran, about 70% of the pupils entering primary schools in Iran have a language other than Persian/Farsi as their mother tongue. Subsequently, the right to self-determination has been denied to non-Farsi speaking communities. Despite article 15 of the Iranian constitution and Article 27 of the ICCPR, the Ahwaz, Baloch, Kurds, Turks and Turkmen face difficulties in exercising their rights to use their own languages, in private and in public. For example, all state schooling in these regions is conducted exclusively in Persian.
In 1933, the shah’s regime accepted that the only official language of Iran was Farsi, and other languages were forbidden thereafter. From 1979 until the present day, the religious Islamic republic continues the same chauvinist politics of the previous. In 1979, the Iranian government was forced under pressure from ethnic groups within Iran to accept additional languages and equal rights for other ethnic groups, and for this to be included into the constitution. However, during the following 35 years Iran has not allowed our children or students to learn their mother tongue at school.
Cultural and linguistic inequalities mean economic deprivation, political side-lining, negation of cultural identity, and finally ethnic and national oppression and humiliation. Activists from minority cultures have had journals and publications banned, often for reasons of state security, and even when publishers had adhered to the condition that Farsi must be the main language. Cultural organisations are closed down, and those involved are subjected to imprisonment and execution. Advocates for broader linguistic and cultural rights for minorities are detained arbitrarily.
According to an educational researcher, non-Farsi speaker admission drops from 42% in college to 10% in post-graduate education. The research is based on the results of admission to Iranian education centres following attendance of intermediate schools from 1997 to 1998. Here we have translated the table from his finding from Farsi into English (see below). It clearly demonstrates the proportional decrease of non-Farsi speakers with increasing levels of education. Furthermore, the representation of minorities with the education system is not in proportion with the general population quota in Iran. The current president Hasan Ruhani had promised to accept other languages in the education system before the election, but still nothing has changed.  Iran’s dictatorial system with the revolutionary army, and the institutions responsible for the preservation of the Persian culture have prevented other languages from being taught in the schools and universities, they believe that it may be a threat to the Farsi language and culture as well as the stability and structure of Iran.
Enrolment in higher education

Non-Farsi Speaker

Farsi-

Speaker

College Degree

42%

38%

Undergraduate

36%

64%

Post-Graduate

12%

88%

PhD and Doctorate

10%

90%

Contrary to official statements, claiming that the teaching in minority languages is permitted, Teheran does not permit teaching in Arabic, Balochi, Kurdish, Luri, Turkic or Turkmen languages. The only language that has been accepted is Armenian for the Armenian minority in Iran, which has been benefitting from this right since the instatement of the Iranian Pahlavi regime.
Both the Shah and the Islamic Republic have used the Persian language as one of the characteristics of Iranian national identity to assimilate non-Persians into the Persian state identity. These efforts have failed, however, since Persian is the mother tongue of less than half of the population (indeed only around 30% according to the Minister for Education as mentioned earlier).
We thank you for your attention to this matter, and for meeting our delegation. We remain at your disposal for any questions you may have.
Yours sincerely,
آذوح
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