Mehdi Gharakhalou-Narrei
Personal Background:
I was born in a Qashqai nomadic tent and lived in Iran until 1990. In 1990, I moved to Ottawa, Canada, to pursue my Ph.D. studies. Upon completing my doctorate, I returned to Iran and resided in Tehran. Following my retirement, I relocated to Toronto, Canada, where I currently reside.
Education:
I began my education in a nomadic tent school, later studying independently to earn my mathematics diploma, which I completed by examination in Shiraz. Concurrently, I taught in nomadic schools and at Ashayer Academy in Shiraz. After the Iranian Revolution, I completed a Bachelor’s degree at Isfahan University and a Master’s degree at Tehran University in Geography. During this time, I also taught in high schools in Isfahan. In 1990, I pursued my Ph.D. in Urban Geography at the University of Ottawa, Canada, and, after earning my degree in 1996, returned to Iran to join the faculty at the University of Tehran.
Professional Experience:
From 1972 to 1978, I served as a teacher in nomadic schools. Subsequently, I was selected by Bahmanbeigi, an influential Iranian educator and advocate for nomadic education, to teach at the Ashayer Academy (Daneshsaray Ashayeri) in Shiraz. In 1980, I transferred to Isfahan to continue my teaching while completing my studies at Isfahan University. I taught at Isfahan high schools from 1980 to 1990. After earning my Ph.D. from the University of Ottawa in 1996, I returned to Iran, where I taught and conducted research at the University of Tehran until 1995. Upon retiring, I moved to Toronto, Canada. Throughout my academic career, I have authored several books, conducted numerous research studies, published articles, and presented at conferences internationally.
Title of Presentation:
Education Among Nomadic Communities in Iran
Nomadic communities in Iran represent a unique segment of society with distinct social and economic lifestyles. Traditionally, their livelihoods have centered around livestock, which plays a critical role in meeting their daily needs and contributes significantly to the country’s national development.
The social structure of these communities is deeply rooted in mobility, pastoralism, and subsistence farming. Given their unique economic, social, and cultural context, the educational needs of nomads require dedicated attention and tailored approaches. This presentation focuses on the evolution and current state of education among nomadic populations in Iran.
Many of you may be familiar with the nomadic education system prior to the Islamic Revolution in 1979. At that time, Bahmanbeigi implemented a pioneering educational model specifically designed for nomads, which has been well-documented in research and literature.
Following the revolution, government authorities introduced a new educational framework, modifying existing materials and incorporating religious content, while removing certain elements from the previous system.
As part of this research, I plan to travel to Iran this summer to gather data and firsthand information to better understand the current state of nomadic schools and related institutions. My goal is to analyze the transformation of nomadic education in Iran over time.
By examining both the historical and contemporary approaches to nomadic education, we can better understand the trajectory of this educational model and make informed predictions about its future direction.