AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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lack activists in the 1970s. Groups such as the Weathermen emerged out of disenfranchised members of SDS, and militant German left-wingers organized the Baader-Meinhoff Group, or the Red Army Faction. At the same time, SNCC became radicalized by the end of the decade, and Black Panthers severely altered the tone of the movement that Martin Luther King, Jr. once led. Many Iranian students also became radicalized. Maoist ideology peaked in the ISAUS by 1970, and the beliefs espoused by members of the organization were once again shaped by the shah’s foreign policy. When Iran established diplomatic relations with China in August 1971, many Iranian students began to question Maoism. Although Maoism was still present, it lost some influence by 1971. 390 Trotskyist groups began to emerge in Great Britain and the United States that consisted mainly of disaffected members of the CISNU who referred to the group’s leadership as “Maoist-Stalinist and bourgeois nationalist.” 391 The splintering of Iranian student organizations was partially the result of radicalization and the development of organized guerrilla movements such as the Organization of the Iranian People’s Fada’i Guerrillas (OIPFG) and the Organization of the Iranian People’s Mojahedin (OIPM). The OIPFG and the OIPM became highly active by 1971 and had the support of Iranian student groups abroad. 392 The development of an underground guerrilla movement marked the beginning of a new type of struggle that Iranian students became a major part of. Throughout the 1950s and 1960s, the Iranian left went through major changes. During the mid- 1960s much of the old Tudeh and National Front ideologies were left behind in favor of Chinese and Cuban interpretations of Marxism. “By 1971, the transition and revival of the communist movement was complete, and the generational polarisation [sic] between the two strands of 390 Matin-asgari, Iranian Student Opposition to the Shah, 113, 126-7. 391 Behrooz, Rebels with a Cause, 93; Matin-asgari, Iranian Student Opposition to the Shah, 147. 392 Ervand Abrahamian, Iranian Mojahedin, (New Haven: Yale University Press, 1989); Matin-asgari, Iranian Student Opposition to the Shah, 105, 127. 94
Marxists had taken place.” 393 For the rest of the 1970s, the Iranian left began to view support for guerilla activity as the only way to determine one’s commitment to the revolutionary cause. 394 The ISAUS gave varying degrees of support to both the OIPFG and the OIPM. 395 Iranian students continued to intensify their protests throughout the world during 1969, and the connection between anti-Vietnam protesters and anti-shah protesters was intimate. In Austria from 20 January to 22 January, there were vocal demonstrations against American military involvement in Vietnam and American support for the shah. On 20 January the two protests converged in Vienna. The first was a group of 150 to 200 demonstrators who protested American involvement in Vietnam and called for an end to the war and recognition of North Vietnam. The anti-war protesters later conducted a sit-in at the opera house in Vienna where violence broke out when police beat and arrested several demonstrators. They also carried signs that read “Out with CIA Puppets in the Third World.” 396 This sign was relevant to another group of protesters in Vienna who were protesting the shah’s stay there. Between 250 and 300 antishah protesters began a march that eventually converged with the anti-war group. Together, they united in protest against American involvement in the Third World, and staged a sit-in close to the shah’s hotel. 397 The convergence of anti-shah and anti-war protesters underscored the truly global nature of the student movement of the 1960s. 393 Behrooz, Rebels with a Cause, 47. 394 Behrooz, Rebels with a Cause, 47. 395 For an example of support for OIPFG refer to The Organization of People’s Fedayee Guerillas, An Interview with an “Iranian Revolutionary,” (Reprinted by the Iranian Students Association in Washington-Baltimore,1970); For correspondence between Iranian students in the United States and the OIPM see Union of Iranian Students in the United States, “The Message of the Organization of Mojahedeen of the People of Iran to the Militant Students Abroad; The Letter of the Organization of Mojahedeen to the People of Iran in Response to the U.I.S.U.S.,” Iran in Struggle, Supplement No. 1 (Berkeley, California: March 1978). 396 Airgram from American Embassy in Vienna to the Department of State, “Demonstrations Against U.S. Vietnam Policy and Shah of Iran Combine,” 24 January 1969, General Records of the Department of State, Central Foreign Policy Files 1967-1969, Box 2216, Folder POL 7 IR<strong>AN</strong>, RG 59, NA. 397 AE Vienna to DOS, “Demonstrations Against U.S. Vietnam Policy and Shah of Iran Combine,” 24 January 1969, RG 59, NA. 95
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AN AUGURY OF REVOLUTION: THE IRANIA
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ABSTRACT The Iranian student moveme
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ACKNOWLEDGMENTS There are many peop
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DEDICATION This thesis is dedicated
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CHAPTER I - INTRODUCTION AND HISTOR
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a blank check to purchase any non-n
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and collective confrontation of ill
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The Iranian intelligentsia that bec
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man.” 20 More and more Iranians h
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developments took place during the
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7,610 students. 39 James Bill ackno
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the potential to provide an alterna
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ole that the United States was assu
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and Ayatollah Ruhollah Khomeini ret
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Mosaddeq was soft on communism, res
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decade. Inequality, imperialism, co
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Iranian Students.” 77 Fereydoun H
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visit he made from the early 1960s
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Iranian general recalled that when
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epresented a wide variety of politi
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Iranian student protests in the ear
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government. 114 Information from th
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“Their message was clear: Don’t
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on six issues. Land reform was one
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Roosevelt of California. 143 Faribo
Page 51 and 52: a group of picketing Iranian studen
Page 53 and 54: progressive-mindedness that charact
Page 55 and 56: embarrassing to the United States G
Page 57 and 58: Throughout Kennedy’s presidency,
Page 59 and 60: of an impossible leader - - by enli
Page 61 and 62: The shah saw Iranian students abroa
Page 63 and 64: people. Show the Shah that you cond
Page 65 and 66: warned the Iranian students that th
Page 67 and 68: Iranian students under warning from
Page 69 and 70: people whether they were themselves
Page 71 and 72: unprecedented, with the exception o
Page 73 and 74: ecause they were active members and
Page 75 and 76: youth organizations such as the Fre
Page 77 and 78: approchement with the Soviet Union
Page 79 and 80: Iranian students in the United Stat
Page 81 and 82: condemnation of American imperialis
Page 83 and 84: quarterly publication of the ISAUS,
Page 85 and 86: States. When Bunting asked if the g
Page 87 and 88: the police used four water cannons
Page 89 and 90: With the trip postponed, the briefi
Page 91 and 92: diplomats in Tehran noted that they
Page 93 and 94: the modernization of education thre
Page 95 and 96: The shah made his last visit to the
Page 97 and 98: intimately involved in the U.S. cou
Page 99 and 100: CHAPTER IV - THE RADICALIZATION OF
Page 101: and networking with western student
Page 105 and 106: Demonstrations occurred in Iran tha
Page 107 and 108: agents in the Iranian Embassy in Wa
Page 109 and 110: student movement abroad was by far
Page 111 and 112: The group ended up receiving cots f
Page 113 and 114: were the result of high unemploymen
Page 115 and 116: egan to give the wrong people hairc
Page 117 and 118: opportunities for the CIS and well-
Page 119 and 120: with a group of Iranian students fr
Page 121 and 122: same day the lavish ceremonies were
Page 123 and 124: For the rest of the shah’s rule,
Page 125 and 126: question the nature of American inv
Page 127 and 128: over.” 499 As a result of a possi
Page 129 and 130: Even though Jimmy Carter used human
Page 131 and 132: augury stretched far beyond that on
Page 133 and 134: percent were inspired by communism.
Page 135 and 136: etaliatory response to the hostages
Page 137 and 138: did not desire the establishment of
Page 139 and 140: further radicalized the opposition.
Page 141 and 142: Douglas, William O. The Court Years
Page 143 and 144: Sick, Gary. All Fall Down: America
Page 145 and 146: Demonstrate: Tuesday, Sept. 1st, 4:
Page 147 and 148: SECONDARY SOURCES Abrahamian, Ervan
Page 149 and 150: Dixon, David and Shirin Hakimzadeh.
Page 151 and 152: Heineman, Kenneth J. Campus Wars: T
Page 153 and 154:
McAlister, Melani. Epic Encounters:
Page 155 and 156:
Von Dirke, Sabine. “All Power to
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(above) Figure 3. Ali Mohammad Fate
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(above) Figure 8. Heading of demons
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(above) Figure 12. Masked Iranian s
Page 163 and 164:
(below) Figure16. Front page of ISA
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(left) Figure 19. The battle lines
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AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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