AN AUGURY OF REVOLUTION: THE IRANIAN STUDENT ...

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Soviet-style communism. The ISAUS stated that the “struggles of the peoples of Vietnam, Laos, Combodia [sic], Palestine, Dhofar, Mozambique, Guinnea-Bissau, as well as many other peoples of the Third World… did not leave the Iranian people’s movement uneffected [sic].” 277 This set of beliefs became known as “Third Worldism.” 278 The struggles of the Third World provided anti-regime Iranians with “a fresh source of energy” in their battle against the shah. 279 The emerging wars of liberation and Chinese and Cuban versions of Marxism became very influential in student movements throughout the world. Revolutionary wars were taking place in Algeria, Vietnam, and the Congo, and had already taken place in Cuba and China. Many were influenced by the Cuban Revolution, and Che Guevara’s Guerilla Warfare was published in Iranian student publications. 280 By the early 1960s the Sino- Soviet split had emerged, and Maoism became a powerful influence among both Iranian leftists and nationalists. As a result, the Iranian student movement began to be split internally between hard-liners and soft-liners. 281 In the process, loyalties to the independent-minded National Front and Soviet-directed Tudeh Party waned as new philosophies emerged. The ideologies of Iranian students were also highly affected by the shah’s foreign policy. Any influence that the Tudeh Party still had in the Iranian student movement diminished as a result of the shah’s 277 CISNU, Iranian Peoples’ Movement, 1953-1973, Iran Report, no. 2, June 1974, 16-17. 278 For a discussion of Third Worldism refer to Robert Malley, The Call from Algeria: Third Worldism, Revolution, and the Turn to Islam (University of California Press, 1996). Malley analyzes the connection between politics, economics, and ideology in Algeria to understand the rise and fall of Third Worldism from the mid-1950s through the mid-1980s. For a critique of Third Worldism see Pascal Bruckner, The Tears of the White Man: Compassion as Contempt, trans. William R. Beer (New York: The Free Press, 1986). Bruckner argues that Third Worldists believed that the countries of the Third World are victims of the West. However, Bruckner’s thesis is that is the Third Worldists who exploit the nations of the developing world because they use the suffering of others to benefit their own ideological agendas. He is especially critical of Westerners who adopted Third Worldist ideologies. 279 CISNU, Iranian Peoples’ Movement, 1953-1973, Iran Report, no. 2, June 1974, 17. 280 Matin-asgari, Iranian Student Opposition to the Shah, 73, 78-82. 281 American Embassy in Caracas to Department of State, “Communist Split Mirrored in Extremist Student Politics, 9 November 1966, General Records of the Department of State, Central Foreign Policy Files, 1964-66, Box 1831, Folder POL 13-2 Students and Youthgroups (1/1/65), RG 59, NA. 68
approchement with the Soviet Union and Eastern Europe. 282 These rifts occurred between nationalists and communists, and between those who favored Soviet-style communism and those who looked towards China and Cuba for alternatives. While secular nationalists with strong leftist leanings dominated the Iranian student movement abroad in the 1960s, moderate Islamists were also developing their own political philosophies that were strongly influenced by various strains of Marxism. Throughout the 1960s, Islamist Iranian students were developing a “new militant discourse of Islam.” “It was a strange synthesis of Soviet and Chinese Marxism, the existentialism of Sartre, Kierkegaard, and Heidegger, and a militant form of traditional Shi’ite Islam.” 283 One of the most prominent was Ali Shariati. 284 Shariati, a leader of the Iranian opposition movement in Europe, was involved with the CISNU. He wrote for the Algerian National Liberation Front (FLN). He also translated Frantz Fanon’s Wretched of the Earth into Persian. 285 In the mid-1960s there were overlapping interests between many Iranian dissidents with drastically different politics. Therefore, there was still cooperation between both the secular left and conservative religious figures such as Ayatollah Khomeini in order to form a broad coalition to oppose the Pahlavi regime. CISNU International Secretary, Hasan Masali, made a trip to Najaf to speak to Khomeini in the summer of 1966. While the meeting was cordial, and both groups realized that they could benefit from the other, the CISNU did not adhere to Islamic precepts, and Khomeini 282 Keddie, Modern Iran: Roots and Results of Revolution, 218-9. 283 Afary and Anderson, Foucault and the Iranian Revolution, 57. 284 For works on Ali Shariati see: Ervand Abrahamian, “ ‘Ali Shari’ati: Ideologue of the Iranian Revolution,” MERIP Reports, No. 102, Islam and Politics (Jan., 1982), 24-8; Brad Hanson, “The ‘Westoxication of Iran: Depictions and Reactions of Behrangi, al-e Ahmad, and Shariati, International Journal of Middle East Studies, Vol. 15, No. 1 (Feb., 1983), 1-23; Ali Rahnema, An Islamic Utopian: A Political Biography of Ali Shariati (London: I.B. Tauris, 1998). 285 Ali Mirepassi, Intellectual Discourse and the Politics of Modernization: Negotiating Modernity in Iran (Cambridge University Press, 2000), 115. 69
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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
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 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: youth organizations such as the Fre
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
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over.” 499 As a result of a possi
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Even though Jimmy Carter used human
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augury stretched far beyond that on
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percent were inspired by communism.
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etaliatory response to the hostages
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did not desire the establishment of
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further radicalized the opposition.
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Douglas, William O. The Court Years
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Sick, Gary. All Fall Down: America
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Demonstrate: Tuesday, Sept. 1st, 4:
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SECONDARY SOURCES Abrahamian, Ervan
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Dixon, David and Shirin Hakimzadeh.
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Heineman, Kenneth J. Campus Wars: T
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McAlister, Melani. Epic Encounters:
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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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