درخت حوزه‌های تخصصی

The primary concern of this research is to reassess the British foreign policy, focusing on its military withdrawal in 1971 from the Persian Gulf and its return in 2014. The Persian Gulf, as a region of geo-strategic importance, has always been at the center of attention for the UK and other great world powers. This study will therefore attempt to answer the following question: what are the realities behind the British retreat from the Persian Gulf in 1971, and its return to the region after 43 years? Britain, which has a significant history of military presence in the Persian Gulf, decided to keep a low profile in the Arab hosting countries since 1971. The UK has been working to manage interstate conflicts among Arab-speaking countries, deter Iran, and maintain its ‘special relationship’ with the U.S. In terms of the theoretical framework of the study, realist theory will be used by focusing on the defensive and offensive realism as the instrument of analysis. Britain’s military withdrawal from the Persian Gulf can be analyzed through defensive realism, whereas its military return to the region could be explained by offensive realism. The case study method has been helpful in arriving at the conclusion that the main motivation for the British military presence in the Persian Gulf has been to strengthen an alliance with the Gulf’s periphery Arab States.

Using modern, electronic technology to promote the culture and worldview of technology producers and to subjugate its consumers is the gist of what McPhail (2006) calls electronic colonialism theory (ECT). As an example of electronic technology, Internet-mediated English educational materials are rapidly growing but they do not appear to have been critically analyzed in terms of their potential hidden agenda. With this concern, the researchers conducted a survey study on “VOA Special English for Persian Learners” which is one of the most popular websites among Iranian English learners (Karimi Alavijeh, 2014). For this purpose, all VoA lessons were closely investigated in a process of qualitative content analysis through which the main themes of this program were extracted. Real samples of the content were included in a 5-point, likert-type Indigenous Iranian Culture Opinionnaire developed by the researchers. After making sure of the reliability and validity of this opinionnaire, it was responded by 151 Iranians who had been selected through stratified random sampling from a variety of educational, linguistics, ethnic, religious and social backgrounds, residing in different Iranian provinces. To take care of the accuracy of the findings in the quantitative part of the study and to meet the triangulation criterion in the qualitative phase, in depth semi-structures interviews were also conducted. The analysis of the obtained data revealed the incongruity of the supposedly “special for Persian learners” materials with Iranians’ values, supporting ECT in the sense that this program plainly serves the promotion of American culture among the Iranian learners.