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By Farzin Vejdani
This enlightening e-book attracts on formerly unexamined basic sources—including histories, tuition curricula, pedagogical fabrics, periodicals, and memoirs—to reveal how the social destinations of historians writ extensively encouraged their interpretations of the previous. The relative autonomy of those historians had a right away touching on no matter if historical past upheld the established order or turned an software for radical swap, and the writing of historical past turned primary to debates on social and political reform, the position of ladies in society, and the standards for citizenship and nationality. eventually, this ebook lines how contending visions of Iranian historical past have been more and more unified as a centralized Iranian kingdom emerged within the early 20th century.
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Example text
Histories of East Asia, the neighboring Ottoman Empire, and other predominantly Muslim countries provided Iranian historians with a repertoire with which to understand and struggle against their domestic and international enemies. These presentist concerns with the utility of history largely dominated the Iranian public sphere during the early constitutional period. g With the onset of the Iranian Constitutional Revolution, historiographical translation shifted from a dynastic concern with imperial legitimization, Iranian kingship, and European authoritarian models of reform to a set of constitutional and revolutionary preoccupations with anti-imperialism, democratic struggles, and popular mobilization.
Europeans wrote less-than-flattering histories of Iran that were not unknown in Iranian court circles but remained untranslated. John Malcolm’s History of Persia was a case in point. 40 Here, attention to patronage sheds light on why certain texts were translated and not others: a Persian translation of Malcolm’s history was produced in British India, where translators were unconstrained by Qajar imperial sensibilities and where the ruling British had inherited a Persian literary and bureaucratic tradition from their Mughal predecessors.
5 But as E. ”6 The Iranian education system at the turn of the twentieth century was largely decentralized—first because of the laissez-faire attitude of the reigning monarch, Muzaffar al-Din Shah (1896–1907) and second because of the transformative effects of the Constitutional Revolution, which lasted through the First World War and into the immediate postwar era. The relative autonomy of educational institutions and its employees directly affected the crafting of historical narratives. After the Constitutional Revolution, historians reread the Iranian past through a revolutionary telos.