The Press and Public Diplomacy in Iran, 1820–1940

The under-appreciated role of the press as a tool of public diplomacy was rooted in its origins as a Qajar state project in the nineteenth century, but also cultivated by a shared impulse of Iranian journalists and statesmen to represent Iran effectively in the court of world opinion. Moreover, foreign governments often reacted to the Iranian press generally, not just the official newspapers and not just newspapers produced in Iran, as a forum though which to advance or protect their interests in Iran. The Pahlavi state integrated the press as part of a larger state-run mass communication policy in the 1930s that would eventually include new technologies such as radio, and retained public diplomacy as an essential purpose of the media. This study draws upon archival material, press accounts, and memoirs.     

Caribou,Petroleum, and the Limits of Locality in the Canada–US Borderlands

This article discusses Karsten Heuer’s 2006 book Being Caribou in light of debates in ecocriticism and border studies about how to define the local in the context of environmental problems of vast range and uncertain temporality. It explores how Heuer’s book about following the Porcupine Caribou herd’s migration engages in multiple forms of boundary crossing—between countries, between hemispheric locations, and between species—and shows how insights from Indigenous storytelling complicate the book’s appeal to environmentalist readers by asserting a prior, transnational Indigenous presence in the transboundary landscapes of present-day Alaska and the Yukon.     

Psychoanalyzing Iran: Kennedy's Iran Task Force and the Modernization of Orientalism, 1961–3

Between 1961 and 1963, a political crisis in Iran prompted U.S. foreign-policy makers to briefly consider supporting political reform that would have pushed the Shah toward a more constitutional role and moved Iran toward democracy. Yet Washington instead decided to bolster the Shah's regime to carry out social and economic reforms that coalesced as the Shah's White Revolution in 1963. Policy-makers relied in part on a psychological profile of Iran to shape their decisions, believing that the Iranian people were psychologically unprepared to rule, and that the Shah was psychologically unprepared to give up power. This article encourages diplomatic historians to explore how the language and ideas of psychology influenced the modernization theories and policies that U.S. policy-makers applied to Iran, the Middle East, and the wider ‘Third World.’ After briefly exploring the history of U.S. racial, religious, and cultural perceptions of Iran - many of which fit traditional stereotypes of Orientalism - the article examines the influence of political and developmental psychology at a time when racial and religious bias were increasingly taboo. Psychology offered more acceptable, scientific ways to understand Iran and the Middle East, though it led to familiar conclusions. While attempting to modernize Iran, policy-makers modernized Orientalism.     

Citizens of Empire: Education and Teacher Exchanges in Canada and the Commonwealth, 1910–40

This article examines how one group of actors actively infused education, citizenship and Canada’s international relationships with a sense of empire in the first third of the twentieth century. Making use of archival and published sources from collections in Canada and Britain, it focuses in particular on imperial citizenship teaching in Canadian schools, a number of education conferences held in the United Kingdom and the exchanges of elementary and high school teachers and school inspectors between commonwealth countries. In this period, politicians and bureaucrats in Canada and other dominions actively connected their education systems to an imperial network at the very moment that others were striving to attain more economic and political autonomy from the British government. Education came to occupy a significant cultural space alongside the trade agreements and constitutional changes that slowly recalibrated the nature of the British imperial system in the interwar period. Imperial education projects were an important feature of the cultural politics of a fading empire, but they were driven by actors in both the imperial centre and the self-governing dominions. This article argues that between 1910 and 1940 teachers and politicians in Canada drew on an international support network, actively fostered new ideas of citizenship, and strove to assert the country’s belonging in the British Empire.     

Good Iranian,Bad Iranian: Representations of Iran and Iranians in Time and Newsweek (1998–2009)

This article analyzes the ways in which Iran and Iranians are represented in Western news media sources. Through detailed textual analysis of articles in Time and Newsweek between 1998 and 2009, it demonstrates that journalistic representations of Iran and Iranians are not simply efforts aimed at describing the real Iran, but rather form the basis of what Said refers to as a powerful “community of interpretation” that often reflects and reproduces certain xenophobic stereotypes of non-Western foreign subjects. While some shifts in Western media representations of Iranians have occurred in the thirty years since the revolution, the underlying ontological assumptions of these representations have remained remarkably durable. That is to say, the dominant representational discourse found in these newsmagazines depicts the political behavior of Iranians on the basis of essentialized notions of Persian and/or Islamic civilization, while very often emphasizing the taken for granted superiority of the West. Earlier Orientalist discourses focus on the difference of non-Western foreign subjects by denigrating them as fundamentally anti-modern and incapable of political, cultural and economic development without Western intervention. This article presents an unmistakable discursive pattern in American journalism whereby certain Iranians are incorporated into Western civilization by virtue of their embrace of a Western modernity.