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"Désintérêt" Politique À Une Fascination Culturelle Mutuelle DISSERTATION

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France-Iran: dans le sillage du "désintérêt" politique à une fascination culturelle mutuelle DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jaleh Sharif, MA Graduate Program in French and Italian The Ohio State University 2015 Dissertation Committee: Professor Jennifer Willging, Adviser Professor Danielle Marx-Scouras Professor Richard Davis 1 Copyright by Jaleh Sharif 2015 2 Abstract This dissertation studies the history of Francophonie in Iran since the first fructuous official interactions between France and Persia in 17th century. Francophonie, i.e., the use of the French language and culture outside of France, has followed a winding path throughout several centuries in Persia (Iran). It grew from the interest of the Persian elite in a French society that neither engaged Persia militarily, nor attempted to compete with other European powers doing so. France's apparent lack of political interest in Persia became an official French diplomatic policy of "désintéressement," or "disinterest." This "hands off" policy nourished a Persian/Iranian fascination with French culture during the 19th and 20th centuries, as France was seen as a potential ally against the growing menace of Russia and Great Britain. As a result, and despite the growing political influence of other Western powers in Persia/Iran, the French language enjoyed the privileged status of first foreign Western language in Persia/Iran for almost a century, before being replaced by the English language due to the entry of the United States onto the international stage after the Second World War. This cultural fascination, however, was not unilateral: French literary texts (travel narratives, novels, Oriental tales and philosophical texts) inspired by French ideas of an exotic Persia began to appear from the first encounters between the two nations in 17th century. ii This intercultural fascination and Iranian Francophonie did not completely disappear after the Iranian Islamic revolution of 1979. Despite a lack of interest in Franco-Iranian relations on both parts and the political conflicts that can dominate these relations, intercultural fascination and Iranian Francophonie persist. They took on new forms, such as a renewed desire of Iranians to learn French due to the Iranian migratory movement to Quebec or France, a French fascination with Iranian women in exile writing in French, and a strong French interest in Iranian cinema. iii In memory of my father who introduced me, at an early age, into the French language and who taught me to appreciate together this new world with that of Persian tradition iv Acknowledgements I feel so lucky to have been accepted into the PhD program at the Department of French and Italian of the Ohio State University since I met so many great professors, colleagues and friends with whom I spent an amazing time. I would like to thank the following people for their support, encouragement and guidance: First and foremost, I would like to gratefully thank Professor Jennifer Willging, for being such an excellent adviser and instructor who patiently assisted, encouraged and guided me. She has helped me in many way and I am so grateful for her insightful feedback on my work. I would also like to sincerely thank my committee members Professors Richard Davis and Danielle Marx-Scouras. I thank Dr. Richard Davis, for reviewing my thesis drafts and offering me detailed comments and great ideas in regard to Persian history. I am also grateful to Professor Marx-Scouras for her support throughout my career at OSU and with whom I share the love for Camus. I would like to express my appreciation to Professors Jean-François Fourny, Wynne Wong, Karlis Racevskis, Sarah-Grace Heller, Morgan Liu, Judith Mayne, Cheikh Thiam, and Patrick Bray from whom I learned a lot during my PhD program. v I am extremely grateful to my dear colleagues and friends Anaïs Wise and Clare Balombin who kindly read my chapters and gave me detailed suggestions which greatly improved my work. My gratitude goes also to my wonderful colleagues Douglas Roberts, Heidi Brown and Adrianne Barbo whose friendship is very dear to me. Finally, I would like to thank my family, my dear mother, Parvaneh Tehrani, my dear husband, Farhad Sharif, and my dear children, former or current students of OSU, my sons Khashayar and Salar and my daughter Yasaman, for their continued support and encouragement throughout the process. vi Vita 1981..................................................................High school Diploma, Franco-Iranian Razi High School, Tehran, Iran 1994..................................................................B.A. Pure Mathematics, Alzahra University, Tehran, Iran 2005...................................................................M.A. French, Tarbiat Modarres University, Tehran, Iran 2009 to 2015.....................................................Graduate Teaching Associate, Department of French and Italian, The Ohio State University Publications Sharif, Jaleh. "Joshua Schreier, Arabs of the Jewish Faith: the Civilizing Mission in Colonial Algeria." Contemporary French Civilization. 37 (2012): 339-340. Print. Rahmatian, Rouhollah, and Jaleh Sharif. "The Role of Self-Assessment in on-the-job Teacher Training." The Journal of Humanities. 14 (2006): 15-27. Print. Fields of Study Major Field: French and Italian vii Table of Contents Abstract..............................................................................................................................ii Dedication..........................................................................................................................iv Acknowledgements.............................................................................................................v Vita....................................................................................................................................vii Table of Contents..............................................................................................................viii List of Tables......................................................................................................................ix List of Figures.....................................................................................................................x Preface................................................................................................................................xi Introduction..........................................................................................................................1 Chapter 1: Historique des rapports franco-persans............................................................18 Chapter 2: La francophonie en Iran...................................................................................52 Chapter 3: L'Iran dans la littérature et la pensée françaises.............................................107 Chapter 4: France-Iran après la Révolution de 1979: d'une discorde à une nouvelle représentation de la fascination culturelle mutuelle.........................................................172 Conclusion.......................................................................................................................224 Bibliographie....................................................................................................................233 viii List of Tables Table 1: Évolution de la population de l'Iran/ des lettrés, 1900-1991..............................10 Table 2: Quelques exemples d'emprunts du persan au français........................................97 Table 3: Quelques exemples des expressions politiques calquées sur le français.............99 Table 4: Les dix principaux pays d'origine des nouveaux arrivants au Québec et au Canada..............................................................................................................................187 ix List of Figures Figure 1: Quelques emprunts au français dans le journal Ettelâ'ât...................................98 Figure 2: Journal de Téhéran, voyage de Charles de Gaulle à Téhéran.........................102 Figure 3: Déchirure culturelle entre modernité et tradition (Persépolis de Satrapi).......204 Figure 4: L'exposition de l'art de l'Iran safavide (1501-1736) au Louvre.......................232 x Préface "Le français est une chance". Cela a été le thème de la célébration en 2012 de la journée internationale de la francophonie qui a lieu chaque année le 20 mars. Personnellement, je n'ai jamais pensé autrement. Pour moi, le français a sans doute été une des chances de ma vie. J'ai entendu dire que si on rêve en une seconde langue c'est qu'on l'aime et qu'on la maîtrise bien. Je ne sais pas exactement quand j'ai rêvé pour la première fois en français mais je le fais de temps à autre. Mon père, lui aussi, a dû certainement rêver quelquefois en français ainsi que de nombreux de mes ancêtres, sinon comment pourrait-on expliquer le succès du français en tant que langue européenne de prédilection en Iran pendant presque un siècle. Je n'avais que quatre ans lorsque mon père m'a inscrite dans l'école française/ le lycée franco-iranien Razi à Téhéran. Ainsi, j'ai fait presque toutes mes études pré- universitaires dans ce lycée avec des professeurs natifs de langue. J'étais à mon année du bac quand le lycée est fermé suite à la Révolution islamique de 1979 et le commencement de la guerre entre l'Iran et l'Irak. Ces événements
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