Pathology of Oral History Education in Iran

Written by Abolfazl Hassanabadi
Translated by Kianush Borzouei

2026-2-23

Introduction

Although more than four decades have passed since the emergence of oral history in Iran—an expansion largely indebted to the domains of the Islamic Revolution and the Iran–Iraq War—the introduction of the term “oral history” into academic and scholarly circles dates back to roughly two decades ago. It was during this period, through the collaboration of the University of Isfahan and prominent oral history institutions such as the National Library and Archives of Iran, the Artistic sect, the Library and Documentation Center of the Iranian Parliament, the Institute for Contemporary Historical Studies, and Astan Quds Razavi, that the foundations of conferences and scholarly gatherings dedicated to oral history were set. Subsequently, owing to the attempts of several enthusiasts and specialists in the field, the Iranian Oral History Association was established. Since then, oral history has been recognized as one of the most systematically organized thematic fields within historical studies, and to date, more than fourteen national conferences have been held in this domain.

A review of the existing scholarly literature indicates that over the past two decades, increasing attention has been directed toward the educational dimension of oral history. The published works in this area can be broadly classified into three principal categories: instruction in conducting oral history, the pedagogical use of oral history, and methodologies for teaching within oral history itself. Works such as Oral History in Iran (Hassanabadi, 2006), the Persian translation of Doing Oral History: A Practical Guide (Mohajer, 2013), and Recording and Documenting Oral History (Rally Yu, 2023) primarily address methodological instruction. Other notable contributions include Using the Little Book of Oral History for Educational Purposes (Navidinejad & Lalavi, 2017), The Role of Oral History in Teaching History (Bakhshi, 2020), and Oral History as a Novel Instrument in History Education (Bakhshi Ostad, 2013).

The third line of inquiry specifically concerns pedagogical approaches within oral history. The most significant initiative in this regard was the Eighth National Oral History Conference, held in Isfahan in 2013, titled “Examining the Status of Oral History Education in Iran.” Several presentations directly addressed the nature and structure of oral history education. Among them were Alireza Kamari’s lecture on pedagogical models, venues, syllabus, instructional manuals, and evaluative methodologies in workshops and classrooms (Kamari, 2013); Mehdi Abolhasani’s discussion on “Oral History and Applied Scientific Training” (Abolhasani, 2013); Faezeh Tavakkoli’s exploration of phenomenographic methods in teaching oral history (Tavakkoli, 2013); and Morteza Nooraei’s analysis of “Oral History: Horizons and Expectations,” focusing on formal university-level instruction and its anticipated outcomes (Nooraei, 2013). Additionally, Abolfazl Hassanabadi’s paper examined the significance of workshops and training courses in Iran’s oral history education (Karimi, 2013).

Despite the explicit focus of this conference on education, many of the presentations bore only a tenuous connection to pedagogical concerns. Now, more than a decade later, this shortcoming underscores the pressing need for renewed and more systematic attention to the subject. Furthermore, scattered articles, lectures, and interviews have intermittently addressed oral history education. Abdollahzadeh, in his article “A Review of Oral History Education,” emphasizes the importance of training, briefly surveys educational initiatives, evaluates their impact, and proposes criteria for effective instruction (Abdollahzadeh, 2017).

Dashtban, in “Oral History Education Should Not Be Individual-Centered,” engages Ali Tattari in a critical discussion of the strengths and weaknesses of oral history training over the past two decades (Dashtban, 2024). Another interview with Hassanabadi, titled “Education in Oral History Requires Profound Discourse,” assesses the modalities, standards, and effectiveness of training courses and workshops (Dashtban, 2024).

This article seeks to examine the various forms of oral history training programs in Iran and, on this basis, to offer practical recommendations for enhancing the quality and effectiveness of oral history education nationwide.

Oral History Education in Iran

An examination of the formation and expansion of oral history in Iran over recent decades reveals a gradual shift from state-centered and institutional frameworks toward more grassroots, community-oriented participation. While this transformation aligns with the inborn character of oral history, it has simultaneously generated concerns regarding the commodification of the term “oral history” and the emergence of methodological laxity. Consequently, one of the enduring preoccupations of seasoned practitioners has been the proper education and training of aspiring oral historians.

To what extent does the procedural simplicity of oral history and the widespread accessibility of its tools justify universal participation? How indispensable is systematic training in this field? Which institutions are qualified to conduct oral history workshops? Have standardized guidelines been formally organized? Is there a structured grading for training levels and program durations? How can coherent policies and strategic planning be devised to ensure careful and comprehensive education? To what degree does Iran’s route in oral history education correspond with international practices? Who bears institutional responsibility for training in this domain? And finally, how can oral history education be elevated from sporadic workshops to a formal, interdisciplinary, and technologically advanced academic discipline, while preserving its social and participatory character?

These questions, along with numerous related concerns, have gained prominence in recent years. A brief review of existing workshops and training programs reveals the following major characteristics:

• A pronounced emphasis on introductory and short-term workshops.
• The absence of sustained, capacity-building training programs aimed at cultivating skilled practitioners, particularly in the form of one- to three-month intensive courses, due to the lack of centralized policymaking institutions.
• Predominantly elementary content, with a primary focus on interview techniques rather than comprehensive methodological training.
• A thematic concentration on politically and socially sensitive subjects, such as the Islamic Revolution, the Iran–Iraq War, and major social transformations.
• The predominance of traditional, in-person teaching methods and the limited utilization of digital technologies and interdisciplinary approaches.
• A shortage of nationally and internationally recognized ethical and pedagogical guidelines.
• A lack of diversity among training providers, with the dominance of informal institutions that do not issue official certificates.
• The absence of a cohesive national vision and strategic framework for oral history education.
• Insufficient regional and international programs, despite Iran’s pivotal geographical and cultural position in the Middle East and Central Asia.
• Absence of advanced training initiatives designed to enhance professional competencies and facilitate experiential exchange.
• The lack of a standardized educational structure for workshops and training courses.
• The dominance of informal education over formal instruction and insufficient attention to workshop outcomes.
• A scarcity of targeted university-level programs emphasizing the gradual professional development of oral historians.

Conclusion

An assessment of the current state of oral history education in Iran indicates that, relative to many countries—particularly within Asia—Iran occupies a comparatively favorable position. This status is attributable to the activities of oral history centers, non-governmental organizations, and the publication of numerous specialized works. In this context, the role of the Oral History Weekly as a promotional and informational platform distributing scholarly content and reporting institutional activities has been particularly noteworthy. Nevertheless, oral history education in Iran has now reached a stage that necessitates more decisive and systematic measures. While consolidating and strengthening prior initiatives, it is imperative to pursue structured, formal educational programs and specialized training courses aimed at enhancing practitioners’ professional competencies and intellectual capacities. Along this trajectory, the supportive engagement of universities, archival institutions, and governmental research centers will be of the most importance.

References

• Mary Kay Quinlan & Barbara W. (2013). A Guide to Oral History. Translated by Reza Mohajer. Tehran: National Library and Archives Organization of the Islamic Republic of Iran.
• Bakhshi Ostad, Mousa al-Reza, & Shadjou, Marzieh. (2023). Oral History as a Novel Instrument in History Education. Proceedings of the Fourth National Conference on History Education.
  https://civilica.com/doc/2033448
• Bakhshi, Mehdi. (2020). The Role of Oral History in History Education. Growth of History Education, No. 1, Autumn.
• Karimi, Mohammad. (2013). A Comprehensive Report on the Eighth Specialized Oral History Conference. University of Isfahan. Oral History Weekly.
  https://www.oral-history.ir/?page=post&id=3683
• Dashtban, Akram. (2024). Education in Oral History Requires Profound and In-Depth Discourse: An Interview with Dr. Abolfazl Hassanabadi. Oral History Weekly, October 22, 2024.
  https://www.oral-history.ir/?page=post&id=12155
• Dashtban, Akram. (2024). Oral History Education Should Not Be Individual-Centered: An Interview with Dr. Ali Tattari. Oral History Weekly, November 26, 2024.
  https://www.oral-history.ir/?page=post&id=12228
• Abdollahzadeh, Mohammad Mehdi. (2017). A Review of Oral History Education. Oral History Website, June 7, 2017.
  https://oral-history.ir/?page=post&id=7090