AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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The student protest movements of Western Europe and the United States gained very few political achievements, despite the large role that they play in the historiography of the period. Seidman aptly termed the May 1968 protests in France the “Imaginary Revolution.” Arthur Marwick produced a remarkably comprehensive account of the 1960s in the United States and Western Europe and argued that the real legacies of the 1960s were cultural issues such as feminism, multiculturalism, and environmentalism. 74 Both Seidman’s and Marwick’s works are empirical studies that rely on extensive archival research. Marwick was highly critical of the Marxist school of thought because of its emphasis on grand narrative over empiricism. This study is similar to Marwick because it relies extensively on empirical research and is absent of a metanarrative. However, it is different in that it emphasizes that the activities of the Iranian student movement resulted in political upheaval in Iran. The movement that began in 1960 greatly contributed to the downfall of the shah. Nikki Keddie noted that by 1977-78 students in Iran had become very important participants in the revolutionary movement. 75 Still, there has been relatively little scholarly attention given to student movements that originated in the developing world. The Iranian student movement needs to be examined more closely by scholars from many disciplines. In 2002, Afshin Matin-asgari produced the first and only book to look at the Iranian student movement, and he examined it through the lens of the CISNU. 76 Matin-asgari focuses primarily on the evolution of the group’s political beliefs and gives no real attention to the interaction between Iranian students and American foreign policy. Other works address the Iranian student movement in passing. While very brief, they often emphasize the same point: the movement’s importance. Mitra K. Shavarini posits that “One of the strongest opposition groups, with leftist influences, was known as the Confederation of 74 Marwick, The Sixties. It is important to note that Marwick does not address the Third World. 75 Keddie, Modern Iran: Roots and Results of Revolution, 218. 76 Afshin Matin-asgari, Iranian Student Opposition to the Shah (Costa Mesa, California: Mazda Publishers, 2002). 24
Iranian Students.” 77 Fereydoun Hoveyda asserts that “The Confederation organized demonstrations everywhere in Europe and America against the Shah and his ministers who traveled outside the country.” 78 These points will be expounded upon in order to shed light upon one of the only student movements of the 1960s that ultimately played a major role in creating a revolution by the end of the 1970s. The importance of the Iranian student movement was a consequential component of the unrest of the 1960s, and foreign education greatly influenced the political development of youth in the modern Middle East. These points are made within the context of American foreign policy, thus adding breadth and depth to the understanding of American Cold War policy in Iran, the 1960s, and Iranian history. By combining the approaches of scholars of U.S. – Iranian relations, and those of the student movements of the 1960s, this study is a unique contribution to the historiography of all three fields. American foreign policy played a major role in the developments in Iran, but one cannot deny the emphasis on internal social and cultural developments that occurred in Iran over the course of Pahlavi rule. The impact of both of these factors can be seen in the radicalization of the Iranian student movement. This study also attempts to answer some of the calls that Jeremi Suri has made to look at “The Significance of the Wider World in American History.” 79 First, this paper uses an international approach to the study of American foreign relations by using mulitarchival research. This study relies heavily upon U.S. government documents since it is a study on American foreign relations, not a cultural history of Iranian students. However, it does make use of Iranian student publications in order to give a balanced account of events. Foreign relations 77 Shavarini, Educating Immigrants, 164. 78 Fereydoun Hoveyda, The Shah and the Ayatollah: Iranian Mythology and Islamic Revolution (Westport, Connecticut: Praeger Publishers, 2003), 28. 79 Jeremi Suri, “The Significance of the Wider World in American History,” Reviews in American History 31 (2003), 1-13. 25
Page 1 and 2: AN AUGURY OF REVOLUTION: THE IRANIA
Page 3 and 4: ABSTRACT The Iranian student moveme
Page 5 and 6: ACKNOWLEDGMENTS There are many peop
Page 7 and 8: DEDICATION This thesis is dedicated
Page 9 and 10: CHAPTER I - INTRODUCTION AND HISTOR
Page 11 and 12: a blank check to purchase any non-n
Page 13 and 14: and collective confrontation of ill
Page 15 and 16: The Iranian intelligentsia that bec
Page 17 and 18: man.” 20 More and more Iranians h
Page 19 and 20: developments took place during the
Page 21 and 22: 7,610 students. 39 James Bill ackno
Page 23 and 24: the potential to provide an alterna
Page 25 and 26: ole that the United States was assu
Page 27 and 28: and Ayatollah Ruhollah Khomeini ret
Page 29 and 30: Mosaddeq was soft on communism, res
Page 31: decade. Inequality, imperialism, co
Page 35 and 36: visit he made from the early 1960s
Page 37 and 38: Iranian general recalled that when
Page 39 and 40: epresented a wide variety of politi
Page 41 and 42: Iranian student protests in the ear
Page 43 and 44: government. 114 Information from th
Page 45 and 46: “Their message was clear: Don’t
Page 47 and 48: on six issues. Land reform was one
Page 49 and 50: 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 102:
and networking with western student
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Marxists had taken place.” 393 Fo
Page 105 and 106:
Demonstrations occurred in Iran tha
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agents in the Iranian Embassy in Wa
Page 109 and 110:
student movement abroad was by far
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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
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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,
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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
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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
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(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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