Border-Residents and to Marginalize of Education: Institutional Ethnography of the Situation of Education in the Border Areas of Kurdistan Province

The basic premise of this study is that border areas are considered as isolated areas - especially in terms of education - due to the nature of underdevelopment, and the border situation has led to the marginalization of education. In this research, considering the approaches to educational inequality, using the theories of O'Walley, Bourdieu and Ilyich, Bowles and Gintis, we have explained the educational issues in the border areas of Nanour and Khao and Mirabad districts. To this end, we are tired of the institutional ethnography method for analyzing documentary and statistical data and interviews. Therefore, it has analyzed statistics and educational documents in the notices, development documents, sites and sections of the educational institution, as well as interviews with teachers, principals and informants about the status of institutional education in the study areas. The results show that education in the studied border areas due to the dominance of the border economy, lack of educational facilities and lack of educational justice, unemployment and Kolberi and subsequent formation of soldier-teacher-Kolber and student-Kolber subjects and The lack of qualified and experienced teacher forces, as well as cultural factors and reasons, has been marginalized. This has ultimately led to students dropping out of school, increasing illiteracy and intensifying underdevelopment, and so on. Therefore, in the policies and programs of the country, especially in the programs of institutions related to formal and public education, including education, it is necessary to make a positive discrimination in the field of improving the level of education, allocation of facilities and forces in these areas.