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| Map prepared using data from the General Council of Culture (Ministry of Culture, Iran) on provincial ethnic composition. |
Iran is a multiethnic, multicultural, and multilingual country. Persians (Fars), Turks, Kurds, Arabs, Loris, Baloch, and Turkmens have lived in Iran for thousands of years. Until the 1920s, these groups generally preserved and promoted their distinct cultures, histories, and languages without fundamentally threatening each other’s identities. However, with the rise of the Pahlavi dynasty in the 1920s, a policy of cultural centralization and Persian nationalism began to endanger this relatively balanced coexistence.
Under the banner of national unity, Reza Shah Pahlavi pursued policies that encouraged the assimilation of non-Persian communities into a centralized Persian identity. These policies often required non-Persian populations to abandon aspects of their ethnic identities and languages in favor of Persian language and culture. Subsequent governments, including the Islamic Republic, largely maintained and expanded elements of these assimilationist practices.
As a result, many ethnic communities in Iran—including Turks, Kurds, Loris, Baloch, Arabs, and Turkmens—have experienced varying degrees of cultural and linguistic pressure toward Persianization. Critics argue that these policies have limited cultural expression and linguistic diversity within the country. While Iranian leaders such as President Mohammad Khatami promoted international initiatives such as the “Dialogue Among Civilizations,” critics contend that significant concerns regarding minority rights and cultural freedoms inside Iran remained unresolved.
International human rights organizations have responded slowly and often cautiously to claims of cultural assimilation and discrimination, partly due to limited access to reliable information from regions such as South Azerbaijan.
Today, more than 25 million Azerbaijani Turks live in Iran. Many activists and scholars warn that the continued restriction of minority language education and cultural expression could endanger the long-term preservation of Azerbaijani Turkish language and cultural heritage. These concerns are often raised within broader debates about national unity, cultural diversity, and minority rights within the Iranian state.
Policy on Language
Article 15 of the Constitution of the Islamic Republic of Iran states:
“The official language and script of Iran is Persian. Official documents, correspondence, and textbooks must be in this language and script. However, the use of local and ethnic languages in the press and mass media, as well as the teaching of their literature in schools, is permitted alongside Persian.”
Despite this constitutional provision, critics argue that the practical implementation of minority language rights has been limited. Education throughout Iran is conducted primarily in Persian, and instruction in minority languages is absent from public schools.
For many Azerbaijani Turkish children, the first years of schooling require learning in a language that is not their mother tongue. Some researchers argue that this can contribute to educational challenges, including higher dropout rates among students from non-Persian linguistic backgrounds.
To help their children succeed in school, some parents begin teaching Persian at home from an early age. Over time, this practice may contribute to language shift, with younger generations gradually losing proficiency in Turkish.
Media representation also reflects this imbalance. Persian dominates national television, radio, and print media. Minority languages are occasionally used in local programming but remain limited in scope and reach.
In cities such as Tabriz—where the vast majority of residents are Turks—legal and administrative proceedings must still be conducted exclusively in Persian. Even when all parties involved share Turkish as their native language, official proceedings are conducted in Persian due to state regulations.
Critics argue that these policies contribute to the gradual erosion of minority languages and cultural identities.
Policy on History
Turks have long been part of the historical and cultural landscape of the Iranian plateau. However, debates persist regarding how different ethnic groups are represented in Iranian historical narratives.
Some scholars and activists argue that Iranian school curricula emphasize a Persian-centered interpretation of national history, often presenting the formation of Iranian identity primarily through Persian dynasties and civilizations. Critics claim that this approach underrepresents the historical roles of other ethnic groups, including Turks, Kurds, and others.
For example, some interpretations presented in textbooks suggest that Turkish populations in Iran originated from later migrations, sometimes linking them primarily to Mongol-era developments. Critics dispute these claims and argue that Turkish cultural and linguistic presence in the region has deeper historical roots.
They contend that a more inclusive approach to history education—recognizing the contributions and historical experiences of all ethnic groups—would better reflect the diversity of Iran’s population.
Policy on Historical Monuments and Toponyms
Some activists and researchers have raised concerns about the preservation of historical monuments and the changing of geographic names in regions inhabited by Turks.
Over the past decades, several administrative reorganizations have divided historical Azerbaijan into multiple provinces, including East Azerbaijan, West Azerbaijan, Ardabil, Zanjan, and parts of Hamadan. Critics argue that these changes have diluted the historical and regional identity associated with the name “Azerbaijan.”
In some cases, traditional Turkish place names have reportedly been replaced with Persian equivalents or altered spellings.
Examples cited by critics include:
Names translated into Persian
Aji Chay → Telkhiyye Rud
Qara Su → Siyah Rud
Qara Dagh → Siyah Kuh / Arasbaran
Goy Dagh → Kuh Sabz
Devechi → Shotorban
Qoshachay → Mianduab
Names altered to appear Persian
Savalan → Sebelan
Serderi → Serdrud
Yam → Peyam
Erkoyun → Erkevan
Policy on Economy and Migration
Economic development in Iran has historically been concentrated in central regions of the country. Critics argue that this uneven distribution of economic opportunities has encouraged migration from peripheral regions—including Azerbaijani areas—toward major Persian-speaking cities such as Tehran.
As a result, many migrants adopt Persian language and cultural norms in order to integrate economically and socially. Over time, this dynamic may contribute to linguistic assimilation.
Policy on Personal Names
There have also been claims that civil registration authorities sometimes discourage or reject certain Turkish personal names when registering newborn children. In some cases, families reportedly translate Turkish names into Persian equivalents or select names from officially approved lists.
Examples cited include:
Aynaz → Mehnaz
Gözəl → Ziba
Deniz → Darya
Political Parties and Associations
Iranian law requires political parties and associations to receive official government approval. Organizations focused specifically on ethnic or linguistic rights often face restrictions or are denied registration.
Activists advocating minority language education or cultural rights have at times faced arrest or legal prosecution, often under charges related to national security.
Conclusion
Iran is a diverse and multilingual country and a signatory to the Universal Declaration of Human Rights, adopted by the United Nations General Assembly on December 10, 1948.
Advocates for minority rights argue that Iran should expand protections for cultural and linguistic diversity in accordance with international human rights standards. They frequently cite the United Nations Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities (1992), which emphasizes the protection of minority languages, cultures, and identities.
According to this declaration, states are encouraged to protect minority cultures, ensure participation in public life, and promote education that respects the linguistic and cultural diversity of their populations.