A Persian Preacher's Westward Migration: Táhirih's Transnational
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Iran's Literary Becoming: Zokaʾ Ol-Molk Forughi and the Literary History That Wasn't1
Iran’s Literary Becoming: Zokaʾ ol-Molk Forughi and the Literary History That Wasn’t1 Aria Fani Assistant Professor of Persian and Iranian Studies, University of Washington The most salient marker of character, the instrument of national distinction, the basis upon which a nation becomes distinct and distinguishable from other nations is language, and the soul of language is literature2 Depending on context, there could be two radically different readings of the above passage. If one were to find it in Benedict Anderson’s Imagined Communities, it would read as a critique of a national imaginary rooted in linguistic and cultural difference. If one were to 1I am grateful to Kevin Schwartz, Alexander Jabbari, and Amir Vafa for their critical comments. My thanks also go to Farzin Vejdani for answering my inquiries about Forughi. 2In Persian: Avval ʿalamat-e tashakhkhos yaʿni asbab-e shakhsiyat-e mellat ke mayeh-ye emtiyaz va joda kardan-e an melal az sayer melal mishavad zaban ast va ruh-e zaban adabiyat mibashad. Mohamad Hosayn Forughi, ʿElm-e badiʿ, compiled and prefaced by Abol Hasan Forughi and Mohamad ʿAli Forughi (n.p: Matbaʿ-e Mirza ʿAli Asghar, 1916–17). Copy available at the National Library and Archives of Iran (Cat. No. 13157). I will later explain why I refer to this work as “literary history.” My analysis here is based on the lithograph available at the National Library and Archives of Iran. All translations are mine unless otherwise noted. Aria Fani is an assistant professor of Persian and Iranian studies at the University of Washington. -
British Persian Studies and the Celebrations of the 2500Th Anniversary of the Founding of the Persian Empire in 1971
British Persian Studies and the Celebrations of the 2500th Anniversary of the Founding of the Persian Empire in 1971 A thesis submitted to The University of Manchester for the degree of Master of Philosophy in the Faculty of Humanities. 2014 Robert Steele School of Arts, Languages and Cultures Contents Abstract ........................................................................................................................................................................ 4 Declaration .................................................................................................................................................................. 5 Copyright Statement ................................................................................................................................................ 5 Acknowledgements .................................................................................................................................................. 6 Introduction .......................................................................................................................................................................... 7 Objectives and Structure ............................................................................................................................................. 8 Literature Review .......................................................................................................................................................... 9 Statement on Primary Sources............................................................................................................................... -
Reading Lolita in Tehran by Azar Nafisi
May 2019 Dear Rising Advanced Junior, Because summer reading is an effective way to maintain your reading and thinking skills, I want to give YOU the opportunity to excel in Advanced English III with the aid of a great summer reading book that explores how reading can shape us as humans. On that note, you’ll be reading: Reading Lolita in Tehran by Azar Nafisi Reading Lolita in Tehran Here’s a description from amazon.com: “Every Thursday morning for two years in the Islamic Republic of Iran, Azar Nafisi, a bold and inspired teacher, secretly gathered seven of her most committed female students to read forbidden Western classics. Some came from conservative and religious families, others were progressive and secular; some had spent time in jail. They were shy and uncomfortable at first, unaccustomed to being asked to speak their minds, but soon they removed their veils and began to speak more freely–their stories intertwining with the novels they were reading by Jane Austen, F. Scott Fitzgerald, Henry James, and Vladimir Nabokov. As Islamic morality squads staged arbitrary raids in Tehran, as fundamentalists seized hold of the universities and a blind censor stifled artistic expression, the women in Nafisi’s living room spoke not only of the books they were reading but also about themselves, their dreams and disappointments. Azar Nafisi’s luminous masterwork gives us a rare glimpse, from the inside, of women’s lives in revolutionary Iran. Reading Lolita in Tehran is a work of great passion and poetic beauty, a remarkable exploration of resilience in the face of tyranny, and a celebration of the liberating power of literature.” There may be some cultural/historical terms with which you’re unfamiliar, so here are some vocabulary words that may help as you read: http://www.randomhouse.com/highschool/catalog/display.pperl?isbn=9780812971064&view=tg). -
Táhirih: a Religious Paradigm of Womanhood* Susan Stiles Maneck
Published in the Journal of Bahá’í Studies Vol. 2, number 2 (1989) © Association for Bahá’í Studies 1989 Táhirih: A Religious Paradigm of Womanhood* Susan Stiles Maneck An earlier version of this paper was presented for a seminar on women in Middle Eastern and South Asian literature, directed by Dr. Leslie Flemming at the University of Arizona. The author wishes to thank Dr. Flemming for her helpful comments on this work, which received an award from the American Academy of Religion, Western Region. Abstract Every religion has had its paradigm of the “ideal” woman. In Hinduism this has been Sita, the perfect wife who remains faithful to her husband at all costs. In Christianity the most eminent woman is the Virgin Mary, symbol of motherhood. Islam has Fátimih, Muhammad’s daughter, who figures in the role model of mother, wife, and daughter together. Táhirih, the archetypal paradigm of womanhood in the Bahá'í Faith, presents a startling contrast to the former models. She is remembered by Bahá’ís not as the typical wife, mother, and daughter but as the courageous, eloquent, and assertive religious innovator whose actions severed the early Bábís from Islam completely. This paper will first examine the biographical details of Táhirih’s life, focusing on her years as a Bábí leader from 1844 to her execution in 1852. Then it will explore Táhirih’s meaning as a paradigm to writers in the Middle East and in the West, both to Bahá'ís and non-Bahá'ís. But most especially it will look at the meaning Táhirih has for Bahá'ís in their perceptions of what a woman ought to be. -
Unveiling the Middle Eastern Memoir: Reconfiguring Images of Iranian
Unveiling the Middle Eastern Memoir: Reconfiguring Images of Iranian Women Through Post-9/11 Memoirs by Kristyn Acho A thesis presented for the B. A. degree with Honors in The Department of English University of Michigan Winter 2013 © Kristyn M. Acho 2013 All Rights Reserved For my sister. Acknowledgments This thesis represents the composite of my three foremost academic interests: literature, women’s rights and advocacy, and the Middle East. In the summer of 2011, just before beginning my junior year of college, I spent two months studying and researching the graphic memoir Persepolis as a participant in the Summer Social Sciences and Humanities Fellowship through the Undergraduate Research Opportunity Program (UROP). This experience not only helped me to hone my skills as a writer and researcher, but also allowed me to explore my interest in the ways in which Iranian women’s memoirs have been shaped by politics both in their native land and within the United States. I am forever grateful to the UROP program for this unique opportunity to delve further into my studies and discover the questions that I most wanted to answer in this thesis. More specifically, I owe a great deal of thanks to Jennifer Peacock for advising me throughout this process and for serving as a mentor throughout my college career. I am grateful to Juan Cole, the unparalleled lecturer and teacher, whose Middle Eastern studies courses provided me with the knowledge and expertise I needed in order to create a project of this scope. Thanks are also due to Jennifer Wenzel for offering countless helpful comments on my preliminary drafts of this thesis. -
Hello Salaam
WHO’S AFRAID OF IRAN? AZAR NAFISI, SHIRIN NESHAT, ROYA HAKAKIAN, AZADEH MOAVENI, SORAYA BROUKHIM, SUSSAN DEYHIM, NAGHMEH ZARBAFIAN, AND LILA AZAM ZANGANEH April 19, 2006 Celeste Bartos Forum The New York Public Library WWW.NYPL.ORG/LIVE SORAYA BROUCKHIM: Hello. Salaam. Hello. My name is Soraya Brouckhim. I will be reading from My Sister, Guard your Veil; My Brother, Guard Your Eyes: Uncensored Iranian Voices. I will be reading two excerpts. And here we go. “How Can One be Persian?” by Marjane Satrapi. “We are set, stuck, really, somewhere between Scheherazade’s famed 1001 Nights and the bearded terrorist, with his manic wife disguised as a pro. By way of flattery we are told that we are Persians, and that Persia was a great empire. Otherwise, we are Iranians. The Persians are in Montesquieu’s writings and Delacroix’s paintings, and they smoke opium with Victor Hugo. As for Iranians, they take American hostages, they detonate bombs, and they are pissed at the West. They were discovered after the 1979 Revolution. (laughter) To begin with, let me remember that ‘Persia’ is the Greek terminology for Iran. The Greeks chose this name for our country because when Greece became a powerful nation, Iran was ruled by the Achaemenids, who were Persians, since they dwelled in the regions of Persis. But, Iran, for the last four thousand years, and for all Iranians, has always been Iran and it was actually Reza Shah, the last Shah’s father, who in 1935 requested that every European refer to our country by its real name, Iran. -
NANCY LAMBTON Ann Katharine Swynford Lambton 1912–2008
NANCY LAMBTON Ann Katharine Swynford Lambton 1912–2008 ANN KATHARINE SWYNFORD LAMBTON was one of the few outstanding scholars of the Persian language and Persian history that Britain has produced since the subject developed within the wider academic discipline of oriental languages in the nineteenth century. Early in her career she established a reputation as the pre-eminent specialist in all matters Persian: language and grammar, history and political thought in the Islamic period, religion, current events and contemporary political analysis were all considered to lie within her expertise. For many both within and out- side the scholarly community she was the ultimate authority in all these specialisations. There have been few scholars who have so dominated their field for such a long period. For close on seven decades in an exceptionally long, active life she published her research with single-minded determina- tion, for a quarter of a century she held the senior chair in Persian in British universities, and throughout much of her adult life she was thought to be an informal advisor to politicians, diplomats, and oil company directors. Inevitably in a life that spanned some of the decisive events in Iran’s history from the Allied occupation and fall of Reza Shah in 1941, the Azarbaijan crisis in 1946, the coup d’état of 1953, the land reforms of the early 1960s, and the Islamic Revolution of 1979, in all of which she was alleged to have played some part, myths and legends rapidly accumulated about her. Admired by many for her scholarly achievements, demonised by others for her political involvement, fictionalised in the post-revolutionary Iranian press as the eminence grise of British Intelligence, credited with single- handedly breaking up a German espionage operation in the Second World War, and briefly portrayed in a recent English novel—James Buchan’sA Biographical Memoirs of Fellows of the British Academy, XII, 235–273. -
Transnational Historical Fiction in a Postsecular Age: a Study of The
University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 8-2014 Transnational Historical Fiction in a Postsecular Age: A Study of the Spiritual Theses in the orW ks of Luis Alberto Urrea and Bahiyyih Nakhjavani Mary Anna Sobhani University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Comparative Literature Commons, and the Latina/o Studies Commons Recommended Citation Sobhani, Mary Anna, "Transnational Historical Fiction in a Postsecular Age: A Study of the Spiritual Theses in the Works of Luis Alberto Urrea and Bahiyyih Nakhjavani" (2014). Theses and Dissertations. 2217. http://scholarworks.uark.edu/etd/2217 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. Transnational Historical Fiction in a Postsecular Age: A Study of the Spiritual Theses in the Works of Luis Alberto Urrea and Bahiyyih Nakhjavani Transnational Historical Fiction in a Postsecular Age: A Study of the Spiritual Theses in the Works of Luis Alberto Urrea and Bahiyyih Nakhjavani A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Comparative Literature and Cultural Studies by Mary Sobhani Arkansas State University Bachelor of Arts in Spanish, 1996 University of Pennsylvania Master of Arts in Spanish Literature, 1998 August 2014 University of Arkansas This dissertation is approved for recommendation to the Graduate Council. ______________________________ Dr. Steven Bell Dissertation Director ______________________________ _____________________________ Dr. -
Republic Imagination
Liberal Education Republic&the Imaginationof the AZAR NAFISI SOME ASSUME that the only way academics can engage the politics of the day is FEATURED TOPIC by coming out of their ivory tower and protesting in front of the White House. But in conveying knowledge, the academy has a far more important and subversive way of dealing with po- litical issues. Knowledge provides us with a way to perceive the world. Imagina- If we manage to tive knowledge provides us with a way to see ourselves in the world, to relate to teach our students the world, and thereby, to act in the world. The way we perceive ourselves is re- flected in the way we interact, the way we take our positions, and the way we in- to be curious— terpret politics. not to take up our Curiosity, the desire to know what one does not know, is essential to genuine political positions, knowledge. Especially in terms of literature, it is a sensual longing to know but just to be through experiencing others—not only the others in the world, but also the others within oneself. That is why, in almost every talk I give, I repeat what curious—we will Vladimir Nabokov used to tell his students: curiosity is insubordination in its have managed purest form. If we manage to teach our students to be curious—not to take to do a great deal up our political positions, but just to be curious—we will have managed to do a great deal. Cultural relativism No amount of political correctness can make us empathize with a woman who is taken to a football stadium in Kabul, has a gun put to her head, and is executed because she does not look the way the state wants her to look. -
Guest Speakers
Guest Speakers of several portal projects dedicated to the Creative Writing and the Teaching of English transmission of content like bubok.com, MailxMail as a Foreign Language and Unaplauso.com. He has been on the faculty of Bahiyyih Nakhjavani was various Universities in the United States in the area born in Iran, raised in Salón de Actos of creativity including the Massachusetts College of Uganda, and educated in Art, Parsons School of Design and Emerson Edif. Germán Bernácer the UK and the States. College. Mr. Delgado Guitart lived and worked in She has taught English the United States for fifteen years, primarily in Monday, 18th April and Related literature at Boston. York University in Toronto, 09:00 – 09:30 Opening Georgetown University in Marjorie Kanter, author of Washington, and the short literary and poem-like • Dr. Jorge Olcina Cantos, Dean of the Faculty University of Freetown in pieces, holds degrees from of Arts Sierra Leone. She has lived and worked in the Ohio University and the • Dr. José Antonio Álvarez Amorós, Head of Middle East as well as Europe, Africa and North University of Cincinnati. She the Department of English Studies America and has published four books of non- first visited Spain in 1965 • Ms. Marián Alesón Carbonell, Academic fiction as well as three novels. 'The Saddlebag' and has lived between Secretary of the Department of English (2000), translated into over 15 languages and Madrid and Tarifa for the Studies 'Paper' (2004) were published by Bloomsbury, and past 27 years. Author of I • Dra. Victoria Guillén Nieto, Coordinator 'The Woman Who Read Too Much' is published in displace the air as I walk , French by Actes Sud, Italian by Rizzoli and most The Saddle Stitch recently Spanish by Alianza. -
Reading Between the Lines: Culture As Propaganda Reading Lolita in Tehran by Nasrin Jewell and Margaret Sarfehjooy
Reading between the Lines: Culture as Propaganda Reading Lolita in Tehran by Nasrin Jewell and Margaret Sarfehjooy The cover photo of Reading Lolita in Tehran was cleverly and dishonestly designed to entice Western readers, insinuating that these repressed young women were bravely resisting the restraints of their backward Islamic culture to become enlightened by Western culture. The original photo was actually taken from a news report during Iran’s 2000 parliamentary election. The young women are reading the results.. “Not since Betty Mahmoodi’s book Not without My Daughter (1984) has any book shown such hatred of everything Iranian. This puts Nafisi squarely in support of U.S. policies for demonizing Iran. ”Reading Lolita in Tehran, written by Azar Nafisi, has unfortunately become an important resource for understanding Iran, its policies, its culture and its people, and especially the life of its women. Many book clubs have read and eXtensively discussed this novel, assuming that they are getting an insider’s view. It has even been used as a teXtbook in many universities. Therefore, it is important to understand the context of this kind of Orientalist discourse and its role in our perception of a compleX and nuanced society. The influential cultural critic Edward Said is the author of Orientalism. In it, he dealt with false assumptions underlying Western attitudes toward the Middle East, and warned against native informants as the new mode of fuel for Orientalist ideology. Fatemeh Keshavarz, chair of the Department of Asian and Near Eastern Languages and Literature at Washington University and author of Jasmine and Stars: Reading More than Lolita in Tehran, broadly characterizes the New Orientalist works: "Thematically, (these books) stay focused on the public phobia (of Islam and the Islamic world) blind faith and cruelty, political underdevelopment, and women's social and seXual repression. -
From Orientalism to Cosmopolitanism: the Challenges and Rewards of Teaching Foreign Literature Lisa Eck Framingham State University, [email protected]
Framingham State University Digital Commons at Framingham State University English Faculty Presentations, Posters and Lectures English Department 5-30-2013 From Orientalism to Cosmopolitanism: The Challenges and Rewards of Teaching Foreign Literature Lisa Eck Framingham State University, [email protected] Follow this and additional works at: http://digitalcommons.framingham.edu/eng_presentations Part of the English Language and Literature Commons Citation Eck, Lisa, "From Orientalism to Cosmopolitanism: The hC allenges and Rewards of Teaching Foreign Literature" (2013). English Faculty Presentations, Posters and Lectures. Paper 7. http://digitalcommons.framingham.edu/eng_presentations/7 This PDF is brought to you for free and open access by the English Department at Digital Commons at Framingham State University. It has been accepted for inclusion in English Faculty Presentations, Posters and Lectures by an authorized administrator of Digital Commons at Framingham State University. For more information, please contact [email protected]. From Orientalism to Cosmopolitanism: The Challenges and Rewards of Teaching Foreign Literature Hello everyone. Thank you for coming! Before I start, let me say that this talk may be a little different from what you’re used to. While in some ways it’s a literary talk, it’s also really a “shop talk” or a “teaching talk.” Even for those of you who are not teachers, or don’t plan to be future teachers, I hope you will find something useful in the question: are there right and wrong ways to study a foreign literature? TITLE SLIDES (3): Let me begin by saying something about my title. My title is guilty of something I usually try to avoid: it’s written from a distinctly western point of view in the voice of a scholar (that would be me!) who is working very hard to read “the East” without reinscribing the Us vs.Them (east versus west) binary logic of Orientalism.