AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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the early 1960s. By the end of the decade, Iranian students had become deeply involved in the affairs of American and West European student groups. However, the origins of the relationship between Iranian students and their Western counterparts can be found in the early 1960s. These demonstrations occurred amidst the African-American Civil Rights Movement, and before any other American student organizations became politically active. Iranian students and African American students took part in many sit-ins. Iranian students also had concerns similar to members of the Civil Rights Movement; both strove for political, social, and economic equality. Later in the decade, the issue of American imperialism became relevant to both American and Iranian students. However, in the early 1960s Iranian students in the United States and Western Europe were in the vanguard of the student protest movement. The nationalist upsurge and turbulent politics of the Mosaddeq era, along with the brutal rule of the shah, had propelled Iranian students into political activism. On 5 July 1961, fifteen Iranian students entered the thirtieth floor suite of Iran’s Consul General, Massoud Djahanbani, at 30 Rockefeller Plaza, staged a sit-in, and demanded the extension of Fatemi’s and Qotbzadeh’s passports. Afterwards they picketed outside the building. Fatemi was present and voiced his belief that he was targeted because of his political beliefs. 112 During the protest, they spoke to interviewers about an Iranian “blacklist” that contained information concerning thirty to forty students in the United States, Great Britain, France, West Germany, and Switzerland. 113 There was a blacklist, and by 1964, Colonel Naser Moqadam, Chief of Department Three of SAVAK, indicated that he possessed two volumes that contained biographic data and pictures of all students studying abroad that was collected for the shah’s 112 “Iranian Students Stage Protest Sit-In at Consulate,” New York Times, 6 July 1961 (ProQuest LLC, 2008), p. 2; “Iranians Halt Sit-in: Students, Warned of Arrest, Halt Protest at Consulate,” NYT, 7 July 1961, p. 3. 113 “Iranian Students Stage Protest Sit-In at Consulate,” NYT, 6 July 1961, p. 2. 34
government. 114 Information from the blacklist was later passed on from Iranian officials to members of the U.S. government. This did not curb the enthusiasm of the Iranian student movement and protests continued throughout the summer. A week later, twenty-one students took part in a sit-in hunger strike in the chancery of the Iranian Embassy on 9 July. 115 These protests drew attention, and Fatemi and Qotbzadeh gained support from the European CIS and other American and international student organizations. Twelve CIS members demonstrated at the Iranian embassy in London. The Association of Iranian Students Residing in Lausanne and the Union of Iranian Students in France also assisted their cause. 116 The Federation of Iranian Students in West Germany and Berlin also got involved when twohundred Iranian students staged a six hour sit-in in the Iranian Embassy in Cologne, Germany on 11 September 1961. 117 The ISAUS also drew notice to its cause when it joined the International Student Conference (ISC) and the United States National Student Association (USNSA) earlier in the year. 118 Also, the ISAUS, OTUS, and the European CIS merged in January 1962 when the CIS National Union (CISNU) was formed in Paris. The term confederation was aptly selected. There were many local Iranian student organizations in the United States and Europe. Some of these included the Iranian Students Associations of Northern California, Washington, D.C., and New York, to name a few. Local and regional groups were highly effective in giving Iranian students in specific areas both a sense of community and political purpose. Smaller branches had 114 “SAVAK Discussion with NF [National Front] Leader Mohammad Ali Keshavarz-Sadr,” DNSA, Iranian Revolution, 1 August 1964, Secret, Memorandum Tehran, IR00533. 115 “12 Iranians Freed in Passport Dispute,” NYT, 11 July 1961, p. 12. 116 Matin-asgari, Iranian Student Opposition to the Shah, 48. 117 “Iranian Students Protest,” NYT, 12 September 1961, p. 5. 118 Matin-asgari, Iranian Student Opposition to the Shah, 49. 35
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 and 34: Iranian Students.” 77 Fereydoun H
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: Iranian student protests in the ear
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
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
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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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