AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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within an international context has been a major development in the field since the end of the Cold War, and this importance can be seen in a plethora of works that have been published in the last fifteen years. 80 Suri also noted that Robin D. G. Kelley and Dirk Hoerder have argued about the importance of diasporic communities within the United States. 81 Iranian students were spread throughout the entire world, with the majority of them in the United States and Western Europe. These students and their families constantly travelled back and forth from Iran to their host countries. By looking at these diasporas, exchanges, and double identities, one writes a history “on the move.” 82 Most importantly, Suri recognized that one cannot write a history from below without history from above. A study that is multidimensional in scope is necessary. 83 Until the 1960s, historians primarily focused on the ruling elites, however, a revolution in methodologies and perspectives produced a new emphasis on social history. While history from above neglects the lower classes which constitute the majority of people, history from below tends to isolate history in such a fashion that the bigger picture is often missed. This work is an example of history from above, history from below, and history on the move. Thus it is multidimensional in scope. By employing this methodology, a new dimension will be added to the historiography of American foreign policy, the 1960s, and education in the modern Middle East. Signs of the shah’s unpopularity were present in the United States and were embodied in the Iranian student movement. However, policymakers in Washington did not take their protests into consideration while formulating policy. The shah was greeted with protest during every 80 For example, Chen Jian, Mao’s China and the Cold War (University of North Carolina Press, 2001); Odd Arne Westad, The Global Cold War; Vladislav Zubok, A Failed Empire: The Soviet Union in the Cold War from Stalin to Gorbachev (University of North Carolina Press, 2007). 81 Most works on diasporic communities deal with Africans. Refer to Michael A. Gomez, Reversing Sail: A History of the African Diaspora (Cambridge University Press, 2004); Patrick Manning, The African Diaspora: A History Through Culture (Columbia University Press, 2009). 82 Suri, “The Significance of the Wider World in American History,” 4-5. 83 Suri, “The Significance of the Wider World in American History,” 8. 26
visit he made from the early 1960s through the late 1970s. While these types of demonstrations became commonplace in the United States and Western Europe as the 1960s wore on, the shah was not accustomed to this type of behavior. As Ken Pollack noted, “Mohammad Reza Shah Pahlavi was not a man of strong character…He was clearly insecure on his throne; he saw plots everywhere and feared (or resented) anyone with independent standing as a rival.” 84 Therefore, the behavior of Iranian students in the United States became major issue by the mid-1960s between the shah and Washington. Because American policymakers were more concerned about improving relations with Iran, they did not take Iranian student protest seriously. This was a fatal flaw in American Cold War foreign policy with Iran. 84 Pollack, The Persian Puzzle, 85-6. 27
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 and 32: decade. Inequality, imperialism, co
Page 33: Iranian Students.” 77 Fereydoun H
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
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
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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
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
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(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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