Defying the Iranian revolution - Essay Example

?Azar Nafisi was born, in 1955, during Shah Mohammad’s regime. Shah was a dictator who placed strong punishments for those who criticized his policies. Shah's policy was based on minimizing the influence of religion on the Iranian people, their lives and opposition politicians. This prompted him to filter and displace many of them, especially those who opposed his policies or tried to intervene. In fact, Shah succeeded in globalizing Iran, but found opposition from the clergy and the Socialist Party that had a strong role, during that time. Even the opposition did not pose a strong threat to him in the beginning of his reign. As it turns out, Shah lost his power when Mohammad Mosaddeq became Prime Minister, in 1951 because he fought for nationalization the oil industry. Mosaddeq was arrested by the cooperation between the Iranian army and CIA. After this incident, Shah created the SAVAK, in 1957. The was responsible for training this group. SAVAK’s task was to suppress opponents of the Shah of Iran and give a close watch over the people. They also fought opponents of the Iranian people. They employed all kinds of torture and starvation in prison, in addition, to the physical liquidation of the opposition leaders (Lorentz 10). Shah announced, in 1963, that the white revolution will bring women's freedom and it would support the social life. He also maintained that the industrial life and the laws that protect the family would be appropriated. He particularly focused on saving children and women from oppression from men. Therefore, this improved the relations with other countries and the Iranian people had a peaceful life. Khomeini incited people against the government, and carried out demonstrations against Shah. Later, SAVAK arrested Khomeini and sent him to exile in Turkey in 1964 (January 63). This was the cause of the demise of the Shah's rule. The Iranian people are mostly conservative, especially those who live in the suburbs. Additionally, their clergymen have strong influences on the them. Therefore, topics such as increased rate of unemployment, corruption, inflation, and repression became came most significant topics of discussion, in the rural areas. These topics had a crucial role to play in countering Shah’s influence on the people. These were especially initiated by the opposition. It is in this respect that Shah escaped after realizing that he had no place, in Iran. The new political system developed, in 1979. It must be noted that literature also has an impact on the Iranian society. Literature was fundamental and most authors were against Shah’s westernization policy. This attribute is mostly characterized by the Persian culture. An example of such authors is Jalal Al-e Ahmad. Some of his key literary works on the same topics include his book Gharbzadegi (Weststruckness) and his novel (The School Principal). His wife, Simin Daneshvar, was also a prominent writer. She authored the book entitled “Savushun”. These are also some of the authors who were adversely harassed by the SAVAK (Axworthy60). In my opinion, the Shah’s regime and his special SAVAK team concede to be the most noteworthy factor that initiated the writing of the Reading Lolita in Tehran. After this white revolution, Nezhat Nafisi’s mother became one of the women who emerged as parliamentarians. This was the first time a woman was in parliament, and this is what influenced the writer to compose the novel. This clearly reflects the freedom of women, in Iran. Ahmed Nafisi, her father, had a strong relationship with the mayor of Tehran. Their relationship was strong and it was a shock to her when she received the information that her father was arrested by the SAVAK on charges of bribery and corruption. This obviously changed her perception about the relationship. However, this was not the true picture. The then prime minister, Hassan, had arrested her father on a false account. Ahmed had shown splendid skills in public speaking and had held numerous State offices. Prime Minister Mansur, therefore, felt that Azar’s father was the most possible successor to his throne. This was an uphill task for him, therefore, he sought to frame him. Her father was thrown in prison from 1963 to 1966. He later released on a cash bail of 6.5 million dollars. Her father, by being in prison, had a significant impact to her life. In my opinion, this is among other reason why she wrote Reading Lolita in Tehran. It is a common case for a teenager to be in close relationship with the father especially if she is a girl. Azar was in this predicament and it is a common reason that she missed her father; something that adversely influenced her childhood life (Axworthy 71). When her father served his time in jail for a wrong conviction, she faced a hard life. She immediately got married, fresh from high school, to a man with whom they shared nothing. This marriage was a failure and they divorced after some time. In a sense, the emotional discomfort she had when her father could not attend her wedding is among other reasons why she wrote Reading Lolita in Tehran (Nafisi 262). She presents all these issues noticeable, in her story. After the Iranian revolution, a mixture of ethnic groups developed with the majority being Persians, Kurds, and Arabs, Lurs and Baluchi among others. Iran has many religions and the majority are Muslim Shia (Twelver Shia), Muslim Sunni, Bahais, Jews and Christians. Shi'ite religious center is in the city of Qom .Khomeini was active in religion and he opposed the Shah policy. Later, Shah sent him to exile to Turkey, in 1964. Later he went to Iraq to the holy city for Shia Najaf and in the end went to France. In total he spent 15 years in exile (Lambton 246). Khomeini was an intelligent person who used emotion in his lecture style. He recorded this while in exile, in Iraq, and sent it to Iran to his students. After Shah escaped from Iran, Ayatollah Khomeini returned to Iran and many Iranians received him. Khomeini’s influence on Shia is extensive. Najaf made several lectures about the Islamic government while in exile, which was later compiled, in the book, The Rule of Jurisprudence. Ayatollah Khomeini wrote many books on religion, politics, philosophy and poetry. He was also interested in the works of Plato. After the victory over Shah, a referendum was held to determine if the Iranians wanted a Muslim state. The result was a ninety percent agreement from the citizens. Khomeini before becoming a Supreme Leader (the highest authority) of Iran, he understood the importance of upholding human rights and making Iran a democratic country. However, when he became Supreme Leader of Iran, none of these dreams were implemented. There is in a speech where he explained that those who insisted on holding gatherings and meetings would face the wrath. From this, it is clear that he was replicating the harsh rules of the SAVAK and continuing the rule of repression (Axworthy 342). Ayatollah Khomeini’s political ideals and type of rule played a fundamental role in shaping the writing of Reading Lolita in Tehran. Azar mentions that Khomeini was the founder of Iran’s Islamic state. In his infamous statement, Khomeini calls for murder and violence. These are among some of the factors that Azar does not agree with. Khomeini had his pictures placed all over and this changed Azar’s perception. This was too much since his presence was not well with everyone and was some type of forced rule. The Impact of Islamic Revolution on the Education and How It Affects the Novels Religious education is important to the Iranians, especially to the people who live on the upper class. In 1934, an American boy school was opened in Iran. This was after Iran came under British trusteeship, and the education system gradually changed. Education developed especially under Reza and his son Mohammad Pahlavi’s rule. Many Universities and schools were built. Many students were also sent abroad for further studies. The education system changed and it became a curriculum based on globalization. Religion was also separated from the curriculum (Ahmed 79). Some writers and clergymen were opposed to the Westernization or the use of Western model in education. Therefore, some authors such as Ali Shariati, who had a PhD in literature, had no place, in society. He wrote many books such as Reflections of Humanity, which is about the modernity role in human culture and the imposition of modernity on vulnerable countries (Axworthy 65). Many of students and teachers participated in revolution for democracy, to trash the dictatorship. However, after a few months of the revolution, their dreams became a mirage. Iran became a religious country led by religious leader. Ayatollah Khomeini, however, promised the students, before he became Supreme Leader, that he would give freedom especially, in the education system. This was a false promise since he did not keep his words. For instance, he hung several professors who were against the revolution. Some of teachers were expelled because they were not loyal to Khomeini and the Islamic revolution. He closed all the Universities and the entire curriculum changed. This was because it was based on Western culture. All textbooks of school and university curriculums were Islamized. He uploaded images of Khomeini and veneration of the Islamic revolution, in educational curricula. Khomeini's picture and veneration of the Islamic revolution, in educational curricula, was the norm. Gender segregation, in school and bus, was also a feature of his rule. He offered different textbooks for men and the women. His rule forced girls to wear the veil from a younger age. Female teachers were punished and imprisoned for not wearing the Muslim attire. There was an introduction of new lessons known as morality lessons in school. The rate of illiteracy, in the villages and suburbs, was on a steady rise due to this policy. During the Iraq war, many students, in age of 14, were sent to the front line and were killed (Ahmed 64). The reign of the Shah had led to proliferation of most western cultures, in Iran. There were new literary movements, which were greatly diminished by Khomeini’s rule. After the Iranian revolution, literary production descended to a low level. The Islamic states barred writers and novelists from presenting and practicing their literary cultures. This was the time most writers went on exile or wrote their memoirs, in prison. The education system received many different negative reductions. For instance, teachers' salaries decreased to less than half compared to the pre-revolutionary. Libraries were closed and any book that had any texts that related to westernizations burnt. Some undergraduate majors, such as Law, became forbidden for female students. This resulted into many intellectuals dropping out of Iran and practicing their skills, in other countries. This was no different case for Azar who was from an environment of literate people like her father, who was fluent in written and spoken French. Her parents had a very special status in Iran. Despite the pain she had due to her father being in prison, she never gave up her dream of doing her best to be an educated woman. After getting married, she went to America with her husband Mehdi and completed her education, in literature. Later, she returned to her country in search of a job. However, things back in her country were not what she expected. She claims that the Iranian educational system was significant since it excluded women from pursuing their career dreams. Everything had moved from bad to worse. Politics and religion were brought into education system, and this was not a step in the right direction. These dreams were tarnished by changing developments, in her country. Her interest, in the western novels, had incited her to become a teacher and teach against oppression and corruption. Her frustrations continued to cloud her life when she saw her daughter, Negar, at a very tender age forced to wear a veil. She was bitter with the education system after her daughter tells her about her friend who was punished, in a brutal manner. Dr. Parsay was the minister of education. She championed for the women rights during the times of Shah’s regime (Nafisi 84). However, she does not depict any of these in her actions during Khomeini’s rule. Higher education is paralyzed since the universities have become the epicenter of demonstrations. It was a common case that most lectures were cancelled. The government tended to major on useless things and ignored the importance of education. The education system was a mess and most people in leadership performed actions that tended to favor the wants of the government. No single leader was ready to accept the wrong direction the country is headed. The Downward Impact on the Economy The clergy always had a strong role in supporting or undermining the economy, as it happened in the tobacco revolution. This was after the establishment of the tobacco factory and the clergymen came against the factory thus forcing the government to shut tobacco factory by protesting (Lorentz133). The Shah policy was open to the western countries. This meant that Iran had strong relations with Israel. After this, all the Middle Eastern and the Islamic countries cut their relations. Their reasons then were economic relationships. Economic problems worsened after the revolution for many reasons, including economic sanctions after the events of the arrest the U.S.A embassy employer (January 77). The unemployment rate increased, inflation rate increased, and then the Iraq war started, which decimated Iran. All these issues caused increased migration of people. Even the non- Iranian investors were barred from investing, in Iran. Weak investment environment and the absence of law, for the protection of the investor, were the result for the bad economy. The number of tourist arrivals declined after Shah’s regime fell, but religious tourism increased. This, however, could not raise the same numbers regular tourism developed. The population increased dramatically because the government supported and encouraged people to get married at a very young. Polygamy was also encouraged by the government. Increased debt and the Iranian currency fell to the worst levels. Therefore, government had a monopoly on all the important investments such as factories, ports, and aviation industries. The government did not allow other countries to invest unless it was so important, and in this case, they were under strict supervision. There was an increased international sanction on Iran because of the country's foreign policy, including export of Islamic revolution and supporting organizations. These include groups, which were illegal or not prohibited, in Iraq like the Hezbollah, in Lebanon and Hamas in the Palestine. Others were Alhothin, in Yemen and some dangerous groups in Iraq, Bahrain and other countries. Iran also had a many media stations like TV channels and radio broadcasts, in many languages to spread the revolution abroad. In addition, to relief aid in some poor countries, many countries withdrew their embassies from Iran. A result Iran's relations with other countries were not good, isolating Iran and Iranian people from the world. This foreign policy by Iran led to a technical and educational failure and in this way Iranians received poor services. The government banned the satellite in an effort to prevent interaction with the western country and to increase the isolation of people (Lorentz 168). Since Azar studied abroad, she had a wide network of friends all over the world. Her interpersonal skills were over-the-edge and this developed her extrovert character. She was lucky to have studied in the western world where she received this knowledge. She was frustrated about the occupation of the US embassy in Iran. She foresaw that some drastic measures would be implemented. In fact, she shows a future where Iran has very poor relations with other countries. This bleak future is related to the religious influence into the government. She has more pain when there is a war with Iraq. The foreign policy implemented, by this new government, is nothing worthy to her and fellow citizens. Azar believes that the sanctions are related to the bad foreign policy adopted. She cannot travel to the United States and this pained her even more. Even the satellite communication with the outside world is terminated hence she felt the government should suffer all the blame for the miserable lives the citizens have. She writes the book Reading Lolita in Tehran in an effort to expose the sadness the citizens face. The Freedom of women  Men and women are equally joined in demonstrations against Shah. Dropping the Shah from power was their main goal .To Remove dictatorship and bring democracy was the sole aim of these demonstrations. However, this is not met since only the names of the officials change, but the type of politics and strategies remain the same. Even the women are not afraid to take on the streets since the laws are oppressive to every citizen, in Iran. This was in 1979. However, there was suppression from Shah’s secret agents. Khomeini arrested people who did not follow the religious laws. Women were forced to abide by the veil no matter the age. They were also supposed to cover their hair without any attempt not to follow this law, there was a quick trial, by the Revolution Court, to any person who supported the shah’s regime or came against the revolution after the revolution. There were thousands killed after the revolution. These included teenagers, women, men, and old people. There was a quick issuance of death sentences, imprisonment, and torture without any real recourse (Ganji 79). The government forced youths to join the military to increase its charge over the people. It even established the Basij group that was under the control of the revolutionary guards. Their mission was to fight, in the Iraq war, and arrest people who did not practice the law and Islamic ethics. After this revolution, however, a new repressive law was established. This deterred anyone from looking for freedom outside the realm of Khomeini’s regime. The new system had robbed women, from the teaching profession, a chance to exercise their skills. The laws developed, in 1962, were aimed at suppressing the female force, in society. The most affected cultures were the Kurds. The laws majorly favored the men and items such as divorce, family, marriage, and custody were among the main issues emphasized. These laws prevented women from working in the judiciary, law profession, and attempt to reduce the rising rates of women seeking higher education (Ann 134). This was under the Khomeini repressive regime. It did not allow women to get passports. The women were also not allowed to leave their houses without the consent of their husbands. There were harsh punishments for individuals who committed adultery. The married were stoned to death and the unmarried were beaten up. Clearly, the laws favored the men on a great extent. Men were allowed to marry as many wives as they desired and it was the man’s responsibility to solve family conflicts. The women who tried to revolt against these laws were killed. This included prominent figures such as Neda Aga Soltan and Haleh Sahabi (Lorentz 433). In my opinion, Azar hoped for a better Iran after shah’s regime. She hoped for justice and democracy after the repressive regime falls. Unfortunately, after Shah’s regime, Khomeini takes over and is no different from the predecessor. These situations influence her to write Reading Lolita in Tehran. She feels that the government is a hoax and there is nothing good that comes out of it. Each day there is execution and arrest of innocent people, and no judicial procedures are followed. She writes the book from an inspiration developed from the negative and inhumane treatment of women in Iran. There is no gender equality and women are treated in a despicable way. Reading Lolita in Tehran portrays the two images that Azar tries to show her students. The two photos show the deprivation, oppression, and suppression of freedoms in her country. Works Cited Ahmed Mah-E-Rukh; Education in west central Asia, NY; US Bloomsbury academic, 2013. Print Axworthy, Michael; Revolutionary Iran, NY: Oxford university press, 2008. Print Ganji, Maouchehr; defying the Iranian revolution, Westport UK: Greenwood publishers, 2002. Print January, Brendan; the Iranian revolution, Minneapolis US: twenty first century books, 2008. Print Lambton, K., S., Ann; state and government in medieval Islam, NY: oxford university, 1981. Print Lorentz, H John; The A to Z of Iran, Toronto playmouth: scarecrow press lanham, 2010. Print Nafisi, Azar; things I’ve been silent about, NY: random house, 2008. Print Read More