An article co-authored by our PhD student, Davoud Osmanzadeh, has been published in Nationalism and Ethnic Politics.

Abstract

In response to regional political changes and the ongoing Kurdish quest for collective rights, the Islamic Republic of Iran implemented incremental adjustments to its language policies by establishing a limited Kurdish-language educational program at the University of Kurdistan in Sine. However, despite nearly a decade since its inception, no research has examined the program or the perceptions of its graduates and current students (at the time of the interviews; hereafter, “students”) regarding their linguistic identity and experiences. This study aims to address that gap through qualitative content analysis and in-depth semi-structured interviews, highlighting the program’s significance as a microcosm of the broader Kurdish language struggle in Rojhelat (Kurdistan under Iranian rule). Drawing on Pierre Bourdieu’s framework, the study investigates how students navigate a complex process of identity formation through their engagement with Kurdish language and literature within the framework of officially sanctioned Kurdish education. It further explores their efforts to reclaim Kurdayetî  (Kurdishness) and actively challenge dominant educational narratives concerning the Kurdish language and history. The findings underscore the transformative potential of such programs in resisting linguistic and cultural marginalization.