AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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[it] remains the basis of U.S. foreign policy…” 491 In this instance, the reading of the situation by the ISA was remarkably keen. Violent protests also occurred in Iran during Nixon and Kissinger’s stop in Iran. Bombings occurred in Tehran, demonstrating that as the United States entrenched itself as an ally of the shah, opposition to his regime was growing stronger. By 1972 there was not only active and vocal opposition by Iranian students abroad, but there was also a large degree of internal dissent developing in Iran. Since 1970, there had been a serious rise in violence caused by the “youth underground.” 492 The Iranian government believed that the youth underground was linked to organizations outside of Iran. Government officials also noted that the development of an Iranian “alienated youth” movement, “are part of a pattern that has become familiar elsewhere in the world.” 493 While Iranian student organizations consistently attacked the shah’s regime, anti- Americanism continued to grow stronger in their publications following 1972. Iranian students abroad saw themselves as a literal front in which U.S. foreign policy could be attacked. The ISAUS believed that “Iranian students are playing an effective role in exposing the U.S. backing of the Shah’s dictatorial regime. This in itself is a significant obstacle to the smooth implementation of the Nixon Doctrine in the Middle East.” 494 Iranian student protests were aimed as a counterattack to American foreign policy and domestic Pahlavism in the United States. The ISAUS hoped that “Public knowledge of widespread opposition might call into 491 Longo, “March Protests Nixon-Shah Meeting,” 4. 492 “Iran: Internal Dissidence – A Note of Warning,” 12 June 1972, General Records of the Department of State, Central Foreign Policy Files 1970-1973, Box 2379, Folder POL 15-1 IR<strong>AN</strong> (4/22/71), RG 59, NA. 493 “Iran: Internal Dissidence – A Note of Warning,” 12 June 1972, RG 59, NA. 494 ISAUS, Iran’s Kent State and Baton Rouge, 7. 116
question the nature of American involvement in the Middle East and set the stage for widespread public protest similar to the movement against the war in Vietnam.” 495 The public denunciation by American citizens that Iranian students envisioned never came to fruition, and the bond that the shah and President Nixon formed was very strong and continued throughout the rest of the shah’s life. However, even though U.S. – Iranian relations were stronger than ever, they strengthened amidst the rising tide of Iranian student protest abroad. Throughout the 1960s and into the 1970s, Iranian student protest was a clear indication of the severity of the shah’s authoritarian rule and the fragile foundation on which U.S. – Iranian relations rested. The flawed Twin Pillars policy had become a foundation of American foreign policy and this further infuriated Iranian students. The ISAUS believed that the shah’s “mission in life within the context of the Kissinger doctrine, is to maintain the status quo for the imperialistic interests in the area.” 496 The ISAUS believed that the “Vietnam Nixon-Kissinger Doctrine of ‘let Asians fight Asians’ has been translated in the Gulf region into ‘let Iranians fight Arabs.’” 497 With increased animosity between Iranian students and the intimate relations forged between Washington and Tehran, protests throughout the United States and Europe continued to grow throughout the 1970s as revolutionary sentiment in Iran reached a fever pitch. With the Yom Kippur War and the subsequent oil boom, the number of Iranian students grew by leaps and bounds. Thus the problem of Iranian students in the United States became an even more explosive issue. The increased number of Iranian students in the United States led American policymakers to question the principle tenets of its student exchange programs. However, it did not lead them to question their foreign policy regarding Iran. 495 ISAUS, Iran’s Kent State and Baton Rouge, 6. 496 ISAUS, Dhofar, 3. 497 ISAUS, Dhofar, 3. 117
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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
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warned the Iranian students that th
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Iranian students under warning from
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people whether they were themselves
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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 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: For the rest of the shah’s rule,
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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