IRANIAN SCHOOLTEACHER RELATES STUDENT PROTESTS AND

C O N F I D E N T I A L SECTION 01 OF 02 BAKU 000169

SIPDIS

E.O. 12958: DECL: 3/3/2019
TAGS: PGOV PHUM SCUL SNAR AJ IR
SUBJECT: IRANIAN SCHOOLTEACHER RELATES STUDENT PROTESTS AND
AFTERMATH

Classified By: POLECON COUNSELOR ROB GARVERICK, REASONS 1.4 (B and D)

Summary
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1. (C) An Iranian schoolteacher from XXXXXXXXXXXX told Iran
Watcher that the vast majority of Iranians (but not
necessarily the regime) want good relations with the United
States, though most are too caught up with their daily
problems to focus on this. She described Iranian
intellectuals as "controlled" and "voiceless." She described
the strict restrictions on teachers and students in Iranian
schools, noting that teachers are required to report any
students who showed signs of criticism or dissent from the
official line, "otherwise both student and teacher will be
punished." She recounted in detail massive student protests
in Tabriz in 2006, during which thousands of protesters
demanded the right to use the Azeri language in schools and
offices, and to have some courses taught in Azeri. She said
that hundreds were arrested, and claimed that the authorities
required parents to pay fines of 10,000 or 20,000 dollars per
child (depending on social class) to obtain release of their
kids. Suspected student leadership figures are still in
prison, she added. Noting the shrewdness of this and other
regime tactics, she dolefully observed that "Iran will never
be changed from within." For those who can, emigration to
the West is an answer; many of those who can't turn to
cynicism and/or narcotics. End Summary.

Iranians Want Good Relations With the USA...
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2. (C) XXXXXXXXXXXX, a recently retired Iranian middle-school
teacher from XXXXXXXXXXXX, met with Baku Iran watcher on February
26, shortly before departing for a visit to her sister in the
United States (her first visit there). Echoing comments we
have heard from many other Iranians, she asserted that
"ninety percent" of Iranians want good relations with the
United States; "only the regime doesn't want this," she said.
She averred that "most Iranians are caught up in the
challenges of their daily life and don't think much about
politics." She described sentiments within her own extended
family of ten well-educated adults as illustrative "some say
it's best to be apolitical, some say we should focus on ways
to use the system to our advantage and make money, some say
the current situation is terrible and will never improve, and
we should emigrate."

But Are Largely Voiceless
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3. (C) XXXXXXXXXXXX described the Iranian intellectual class as
"controlled," "frustrated," and "voiceless." "Nobody in Iran
has a free voice," she asserted. She noted that she taught
history, literature, and geography "but was never able to
express alternative opinions or tolerate open discussions by
students...those who speak out are beaten." Her lectures and
reading materials were approved in advance, and any sharp
questioning or challenge by students of the material she
taught had to be reported "or I would be punished." She
added that any critical or untoward statements or sentiments
expressed openly by students could lead to punishment of both
teacher and student.

A Student Protest, and its Repression
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4. (C) XXXXXXXXXXXX described the outbreak of widespread student
protests in Tabriz and other towns in 2006 as illuminating
both continued dissatisfaction and independent thought among
students, and the authorities shrewd and ruthless tactics in
suppressing it. She explained that although the protests
were sparked by the appearance in a Tehran newspaper
depicting a cockroach speaking in Azeri (vice Persian),they
rapidly evolved in to demands for permission for the use in
conversation of the Azeri language in Iranian Azerbaijan
schools and offices, and the teaching of Azeri (as well as
FARSI),and its use in some courses. According to XXXXXXXXXXXX,
several thousand students joined these protests, which
continued for several days before being violently repressed.


5. (C) She said that several hundred high school and middle
school students were arrested, including many from her
school. She said that those arrested were divided by the
authorities into three categories: Leader/organizers,
middle-class and above "followers," and lower class/poor
"followers." According to XXXXXXXXXXXX, most of the suspected
leaders/organizers were subjected to harsh treatment and
remain imprisoned to this day. Families of middle class
"followers" were told that their children would not be
released until fines of approximately $20 thousand dollars
per child were paid. Families of lower class and poor
families were told they must pay approximately $10 thousand
dollars each to free their children.


6. (C) XXXXXXXXXXXX said that these fines placed a huge economic
burden on many families, some of whom had to sell their homes
and valued possessions in order to raise the necessary funds:
"Tabriz was full of parents going crazy trying to borrow
money." She opined that this was an effective means of
student repression "as the students feel guilty for the
punishment they have caused for their families," and the
parents urge them not to get involved in politics again.

Hopes for Emigration, Nostalgia For The Shah
--------------


7. (C) XXXXXXXXXXXX said flatly that, as a result of shrewd
repression tactics, a climate of fear, and constant
propaganda, Iranian society is "brainwashed," and "impossible
to change from within." Emigration is the answer for many of
those who can, she said, while those who can't become cynical
opportunists or sink into fatalism and/or self-indulgence.
She blamed this atmosphere for what she depicted as high and
rising narcotics use "much greater than during the days of
the Shah." She expressed deep regret for the Shah's
departure, adding that "many of us think that you took him
away from us." She commented positively on recent BBC
productions on the Shah, which she had watched (Note:
Presumably she saw these in Iran, but that was not made
clear. End Note).


8. (C) XXXXXXXXXXXX son is XXXXXXXXXXXX currently
fulfilling his military service. While doctors are very
respected, she noted that income is low and professional
jealousies and restrictions common. She said that her son
intends to emigrate to Canada, the U.S. or elsewhere in the
West as soon as possible after finishes this service. XXXXXXXXXXXX promised to contact Iran watcher for a further meeting when
she next returns to Baku.

DERSE