Investigating the process and challenges of Afghan immigrant students' education in Iran with an emphasis on Islamic human rights: a phenomenological study
1
Lecturer at Farhangian University and doctoral student of Curriculum Planning at Birjand University, South Khorasan, Iran
2
BA student of Social Sciences, Farhangian University, Tehran, Iran
Abstract
Afghanchildrenhavebeenforced to leave the country due to successivecrises and political and economic instabilities and are working in Iranian schools, which have obstaclesandchallengesduringtheireducation. that these barriers can severely affectaccess toqualityeducationandequal opportunities.The purpose of the current research was to investigate the lived experiences of teachers and school staff regarding the challenges of Afghan students' education. This qualitative research was carried out using the qualitative method of phenomenology. The data collection method was using semi-structured interviews. Based on this, with the purposeful sampling approach and standard method, teachers and school staff were selected in the academic year 1402-1403, who had experience teaching Afghan students, and finally theoretical saturation was achieved with in-depth interviews with 15 people. The analysis of the interviews was done using the seven-step Colaizzi model. After extracting and categorizing the subject, 9 selected codes and 32 central themes were identified. Selected themes include educational components (academic strengths, academic weaknesses, facilitating factors, dropping out, inhibiting factors, children and home-school interactions), administrative components (registration process and registration problems) educational components (the role of the family, the role of society and the role of the work environment),social components (social injuries, traumatic factors, afghanphobia and geographical location), cultural components (language differences, religious differences and ethnic worldview), individual components (personality characteristics, behavioral characteristics, capabilities and talents, personal health and psychological issues), political components (government policies and international policies), interpersonal relationships (relationships with employees, relationships with teachers, relationships between Afghans and relations between Afghans and Iranians) and special schools (positive and negative consequences) It was classified.
alipour,M. , Noorani Far,F. , Gholami Moghadam,A. , ghafari,N. and Farimane,,. Z. S. (2024). Investigating the process and challenges of Afghan immigrant students' education in Iran with an emphasis on Islamic human rights: a phenomenological study. Jornal of Eslamic Human Rights, 13(3), 139-171.
MLA
alipour,M. , , Noorani Far,F. , , Gholami Moghadam,A. , , ghafari,N. , and Farimane,. Z. S. . "Investigating the process and challenges of Afghan immigrant students' education in Iran with an emphasis on Islamic human rights: a phenomenological study", Jornal of Eslamic Human Rights, 13, 3, 2024, 139-171.
HARVARD
alipour M., Noorani Far F., Gholami Moghadam A., ghafari N., Farimane ,. Z. S. (2024). 'Investigating the process and challenges of Afghan immigrant students' education in Iran with an emphasis on Islamic human rights: a phenomenological study', Jornal of Eslamic Human Rights, 13(3), pp. 139-171.
CHICAGO
M. alipour, F. Noorani Far, A. Gholami Moghadam, N. ghafari and ,. Z. S. Farimane, "Investigating the process and challenges of Afghan immigrant students' education in Iran with an emphasis on Islamic human rights: a phenomenological study," Jornal of Eslamic Human Rights, 13 3 (2024): 139-171,
VANCOUVER
alipour M., Noorani Far F., Gholami Moghadam A., ghafari N., Farimane ,. Z. S. Investigating the process and challenges of Afghan immigrant students' education in Iran with an emphasis on Islamic human rights: a phenomenological study. Jornal of Eslamic Human Rights, 2024; 13(3): 139-171.
