چکیده:
In the 1340s and 1350s, Mohammad Reza Pahlavi undertook developmentalist reforms in various areas of governance and tried to define an identity as a legitimate identity in each of these areas and persuade individuals (including students) to accept it. But this legitimate identity (the identity created by the Pahlavi government apparatus) was not welcomed by the students, the instrumental/intellectual elites of the society, and Mohammad Reza Shahchr('39')s plans could not attract the consent of the students. Therefore, the main question of the article is: Why was legitimate identity (the identity constructed by the political system) rejected by students in the 1340s and 1350s? The paper hypothesized using the two theoretical constructs of Bourdieuchr('39')s field/habitus and Castellschr('39')s identity: The incompatibility of the legitimate identities of economic, academic, and political fields and the inconsistency of policies led to the rejection of legitimate identities by students. The findings of the article show that legitimate follow-up identity led students to formulate resistance identities. The article was written using the "how is it possible" explanatory method.
خلاصه ماشینی:
* This writing is derived from a doctoral dissertation in Political Science titled "The Impact of Identity Transformation on the Relationship between Self and Other in Iranian Student Movements (1340-1350)" which was written at the Institute for Cultural and Social Studies of the Ministry of Science, Research and Technology and is currently under defense.
losing the chance to reform the government; as a minor example in the pamphlet "Issues of the Anti-Colonial and Liberating Movement of the Iranian People and the Most Important Duties of the Communists of Iran in Current Conditions," by reviewing the suppression of various protests such as the strike of November 12, 1953 (21 Aban 1332), December 7, 1953 (16 Azar 1332), and January 21, 1962 (1 Bahman 1340), the basis of the government is considered autocratic and repressive, with no hope for its reform; he states: "The life of the regime depends on the continuity of a closed atmosphere.
These individuals considered the emulation of inputs and development methods of Europe and America to be an unsuitable solution for modernization and held a critical approach toward the policies of European countries in the Third World; for example, Mehdi Bazargan, one of the influential figures in the student movement, says regarding the influence of the West: "Making Iran 'Farang' (Western) is an ambiguous term and a dangerous idea!
Accordingly, in the 1340s and 1350s (1960s and 1970s), the movement of Iran's economy toward industrialization caused economic growth to lead to an increased demand for social and political participation among students.
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