AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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Collaboration between Iranian and American students continued into the 1970s. Iranian students demonstrated “close cooperation and firm solidarity with the anti-imperialist movement in the U.S.” 439 The ISAUS compared the shooting of twenty-eight students on the campuses of Iranian universities to the killing of four Kent State University students by the Ohio Army National Guard on 4 May 1970 in a publication entitled “Iran’s Kent State and Baton Rouge.” 440 Much bloodshed occurred in Baton Rouge, Louisiana throughout 1972. In January a gun battle broke out between the police and a group of black Muslims. The shooting resulted in the death of three African Americans and two police officers. In November, another deadly confrontation took place in Baton Rouge on the campus of Southern University. Similar to the events at Kent State, the National Guard was sent in to quell student protests and two black students were killed. 441 On 1 September 1970 a joint demonstration was held by SDS, the New York branch of ISAUS, and the Progressive Labor Party. 442 The protest was in support of liberation struggles around the world and called for the United States to get out of Southeast Asia and the Middle East. It also called for the end of war-related research, including the closing of the Riverside Research Institute, which was the location of the demonstration. The demonstrators linked the plight of political dissidents in Iran and the African American community and compared the surveillance of the Black Panther Party by the FBI to SAVAK’s monitoring of Iranian students at home and abroad. The protestors argued that the uprisings in Asbury Park and New Bedford 439 ISAUS, Iran’s Kent State and Baton Rouge, 7. 440 ISAUS, Iran’s Kent State and Baton Rouge. 441 Martin Waldron, “2 Die in Clash with Police on Baton Rouge Campus,” NYT, 17 November 1972, p. 97. 442 ISAUS, SDS, Progressive Labor Party, (Flyer) Demonstrate: Tuesday, Sept. 1st, 4:30 pm: Meet at 110th St. & Amsterdam: March to Riverside Research Institute (major weapons research facility) 125th St. & Broadway (Students for a Democratic Society, Iranian Students Association in the United States (New York), Progressive Labor Party, 1970). 104
were the result of high unemployment and intolerable living conditions. Many Iranians faced these same issues. 443 A CIA study on student dissent in the United States entitled “Restless Youth” reached President Johnson’s desk in September 1968. The CIA also conducted an investigation of student unrest abroad that was completed by September 1970. 444 The CIA report misread the nature of the Iranian dissent to the shah’s regime. While the study recognized that student protest began to emerge in Iran in the late 1960s, especially around issues such as education and public transportation, it argued that the lack of student unrest inside Tehran in the mid-1960s was the result of university graduates obtaining jobs and becoming part of the shah’s bureaucracy. However, the primary reason was that during these years that the shah systematically eliminated all of his political rivals. The shah cracked down on protest in his own country. However, dissent simply emerged in other nations. Consequently, the Iranian student movement became truly global in scope. The transnational nature of the CISNU provided the group with a wide audience to which it could air its grievances. Some of their grievances were related to the shah’s developmental programs, which were decided by, and aimed, at the highest echelons of the Iranian society. Therefore, many students felt no sense of identification with the government. These students “felt that the regime had been taken from them.” 445 Anti-establishment sentiment was prevalent among students throughout the world by the late 1960s. However, it was especially inflamed in the case of Iranian students, and their sentiment was derived from the fact that there was effectively no political opposition to the shah’s regime. In Iranian universities, there were no political or social organizations, with the 443 ISAUS, SDS, Progressive Labor Party, (Flyer) Demonstrate. 444 Helms to Kissinger, “Student Unrest Abroad” 2 September 1970, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 445 Mottahedeh, The Mantle and the Prophet, 66. 105
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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
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a group of picketing Iranian studen
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progressive-mindedness that charact
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embarrassing to the United States G
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Throughout Kennedy’s presidency,
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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 102: and networking with western student
Page 103 and 104: Marxists had taken place.” 393 Fo
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: The group ended up receiving cots f
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
Page 157 and 158: (above) Figure 3. Ali Mohammad Fate
Page 159 and 160: (above) Figure 8. Heading of demons
Page 161 and 162: (above) Figure 12. Masked Iranian s
Page 163 and 164:
(below) Figure16. Front page of ISA
Page 165:
(left) Figure 19. The battle lines
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AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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