AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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of the activities of SAVAK. The ISAUS stated that because of the formation of dissident groups in foreign nations, “SAVAK has taken on a significant role abroad, monitoring the activities of thousands of Iranian students in foreign colleges and universities, whose actions are a major source of embarrassment to the Shah.” 454 Historian Roy Mottahedeh has noted “Demonstrating against the government was a rite of passage without which Iranian university and even high school students felt their education incomplete.” 455 The emergence in the late 1960s and early 1970s of university demonstrations in Iran created a “hyper-sensitivity to criticism in Iran” by the shah’s government. 456 This hypersensitivity coincided with the increased radicalization of Iranian students both at home and abroad. During the first week of May 1971, very large and violent demonstrations broke out at Tehran and Arya Mehr Universities. The students protested against the shah’s political oppression and his lavish lifestyle, along with the White Revolution. These demonstrations were put down forcefully, and the American embassy in Tehran believed that they were indicative of anarchistic attitudes among Iranian students, as well as the ever widening gap between the students and the government. 457 By 1971 the U.S. government noted that the intensification of campus protests in Iran were externally directed and supported. 458 The influence of Iranian students abroad began to have an impact on Iranians at home. The radicalization of the opposition elements presented 454 ISAUS, On the Violation of Human Rights in Iran, 7-8. 455 Mottahedeh, The Mantle and the Prophet, 66. 456 Airgram from American Embassy in Tehran to Department of State, “Fulbright-Hays 102 (b) (6) Grants,” 16 March 1971, General Records of the Department of State, Central Foreign Policy Files 1970-1973, Box 403, Folder EDX I, RG 59, NA. 457 Airgram 136 from the Embassy in Iran to the Department of State, “Student Disturbances at Universities in Tehran,” 10 May 1971, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 458 Telegram 2495 from the Embassy in Iran to the Department of State, “Intensification of Anti-GOI Subversive Efforts,” 12 May 1971, 1242Z, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 108
opportunities for the CIS and well-educated intellectuals studying abroad to exploit political grievances inside Iran. 459 The American embassy in Tehran was concerned that these antiregime activities sought to weaken Iran before the British withdrew from the Persian Gulf in late 1971. 460 The shah demonstrated that he desired to moderate leftist movements in the Persian Gulf when he assisted the Arab regime in Oman. During this war, the interests of the shah and the United States directly collided with the concerns of Iranian students. The ISAUS put out numerous tracts condemning the shah’s military backing of the Sultan of Oman, Qaboos ibn Sa’id, against Marxist rebels in Oman’s Dhofar province in the early 1970s. 461 While there was an increase in Iranian student protest in the United States and Western Europe in the late 1960s, countries previously unaffected by their protests bore witness to the worldwide struggle against the shah’s regime by the 1970s. In the summer of 1970, Iranian student groups formed in Montreal and Vancouver and by 1971 the Canadian government became concerned about their activities. 462 Canadian authorities became concerned when Empress Farah traveled to Canada in June 1971. Officials in Ottawa told all consulate posts not to issue any visas for a two week period, unless they were members of the foreign ministry, in order to keep Iranian activists out of the country during her visit. American officials also recommended that security agencies in the United States inform Canadian authorities if they 459 AE Iran to DOS, “Intensification of Anti-GOI Subversive Efforts,” 12 May 1971, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 460 AE Iran to DOS, “Intensification of Anti-GOI Subversive Efforts,” 12 May 1971, FRUS 1969-1976, Vol. E-4, http://www.state.gov/r/pa/ho/frus/ (accessed on 26 February 2008). 461 ISAUS, Dhofar (San Francisco, CA: Iranian Students Association in the United States and Arab Student Organization in Northern California, 1974); ISAUS, The Solidarity of the Iranian People’s Movement with the Omani Revolution (College Park, Maryland: Iranian Students Association in the United States, 1976). 462 Matin-asgari, Iranian Student Opposition to the Shah, 119. 109
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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
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The shah saw Iranian students abroa
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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 and 112: The group ended up receiving cots f
Page 113 and 114: were the result of high unemploymen
Page 115: egan to give the wrong people hairc
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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