By By (author) Kingshuk Chatterjee
This booklet tells the tale of the way Shari'ati constructed a language of political Islam, conversing in an idiom intelligible to the Iranian public and subverting the Shah's regime and its declare to legitimacy.
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Extra info for ‘Ali Shari’ati and the Shaping of Political Islam in Iran
42 But as Jacques Derrida warns us, it may not even be possible to “read” the meaning of a text, because the terms of references used to signify meanings do not carry any meanings intrinsically. 43 To continue with the given example, if Shari’ati’s audience thought that he was exhorting them to violent resistance in talking about Karbala, does that necessarily mean Shari’ati was doing so? 45 Still more importantly, I assume, following Skinner’s approach, that if the same protagonist has been engaging with a broad range of issues, then however sprawling the scope of such engagement might seem to us, for the protagonist it made a particular sense.
As in Kemalist Turkey, Pahlavi modernization was not principally a societal process, unlike the THE LANGUAGES OF POWER AND POLITICS 31 western societies from where the baggage of “modernity” was borrowed. It was instead a policy goal set and pushed through by the ruling elite, formulated as a response to western challenges. ” The discontent with Pahlavi modernization was largely due to its incomplete character—for some Iranians, “modernization” of the society was a more pressing task, which the regime not only did not facilitate but actually impeded; for others, the Pahlavi bid for modernization was an attack on the traditional way of life that had to be stopped.
Reforms undertaken by Reza Shah not only saw standardization under the Ministry of Education (which ran over 2,300 schools in 1941), a general secularization of education could also be seen as people began to prefer the state schools over the madraseh on account of better job prospects. In higher education, the Tehran University was founded in 1934, followed by several other universities in the various provinces over the next four decades. After 1929, the government sponsored higher education of at least 100 students each year in different parts of Europe.