Book reviews

Mysticism and Dissent, Socioreligious Thought in Qajar Iran. By Mangol Bayat. Syracuse: Syracuse University Press, 1982. xvii + 228 pp.

Roots of Revolution. By Nikki Keddie. New Haven: Yale University Press, 1981. xii + 321 pp.

Islamic Values and Worldview: Khomeini on Man, the State and International Politics. By Farhang Rajaee. Lanham, MD: University Press of America, 1983. 148 pp. + notes.     

Book reviews

Isfahan Is Half the World; Memories of a Persian Boyhood. By Sayyed Mohammad ‘Ali Jamalzadeh. Translated by W. L. Heston. Princeton, N.J.: Princeton University Press, 1983.

Sorayya dar Eghma [Sorayya in a Coma]. By Esma'il Fasih. Tehran: Nashr‐e No, 1983. 321 pp.

Klidar. 5 volumes. By Mahmud Dowlatabadi. Tehran: Nashr‐e Parsi, 1978–1983.

False Dawn: Selected Poems. By Nader Naderpur. In Literature East and West 22 (1985).     

Provenance of prehistoric obsidian artefacts from Kul Tepe,northwestern Iran using X-ray fluorescence (XRF) analysis

Analysis by X-ray fluorescence of 53 obsidian artifacts the main source of obsidian for the workshops in Kul Tepe was Syunik but obsidian sources as far as west as the Lake Van region (Nemrut Da? and Meydan Da?) and as far north as Gutansar were also utilized. These new results indicate a broad network of trade and exchange.     

Practice What You Teach: Facilitating Anarchism In and Out of the Classroom

Abstract: In recent years, human geographers have criticized the increasing corporatization, commodification, and objectification of knowledge production, and have looked to critical pedagogical frameworks that seek to counteract these forces. Anarchism, as a body of theories and practices, has a long history of engagement with radical pedagogical experimentation. Anarchism and geography have much to contribute to one another: anarchism, through its support for creative, non‐coercive, practical learning spaces, and geography, for its critical examination of the spaces of education. In this paper, I evaluate the prospects for anarchist‐geographic pedagogies theoretically, as well as through my own experiences teaching and learning about anarchism over the past decade in a liberal arts, higher education US environment. I argue for a combined critical anarchist‐geographic pedagogical approach that appreciates the challenges of building alternative learning models within existing neoliberalizing institutions, provides the necessary tools for finding uniquely situated opportunities for educational change, and emplaces a grounded, liberating, student‐led critical pedagogy.