Translation in the Context of an Islamic Republic: Educational Surprises for Iranian Translators

The present study is a qualitative research based on content analysis. The selection of the participants was based on the criterion-based sampling technique. The data collected for study was a semi-structured interview. The interview guide contained 12 questions designed in English, but sometimes Persian was used to facilitate communication. The "Grounded theory" method was used to analyze the data. Data analysis led to the presentation of a paradigm model. The paradigm model showed the role and function of "translation system" through causal conditions, contextual, intervention conditions, phenomena and consequences. This model revealed that social conditions cause translators' educational surprises in the process of translating some words and sentences into Persian. The research findings also showed the influence of the "gender" factor on the translator's practice. In addition, the research findings showed that each participant’s reaction to the impact of causal, contextual, and intervention conditions were not the same. According to the paradigm model and findings, we can mention an "Iranian translation system" in which the translator's performance is more committed to the social systems’ principles than to being faithful to the text. The findings also indicate that in the process of translation, Iranian translators face moral and behavioral restrictions that make them "educationally surprised". The current state of social systems in Iran shows that major changes in the "translation system" should not be expected to reduce the educational surprises of translators. In the current situation of Iran, one cannot expect major changes in social systems to reduce the educational surprises of translators.