Embodying official narratives, changes in school textbooks tell the story of shifting hegemonic values. This blog post explores one such story in Iran and traces the change in the concept of ‘devotion’ taught in the lesson on the ‘Selfless Farmer’.
Veränderungen in Schulbüchern sind Ausdruck offizieller Narrative und erzählen die Geschichte des Wandels hegemonialer Werte. Dieser Blogeintrag untersucht eine solche Geschichte im Iran und zeichnet den Wandel des Konzepts der „Hingabe“ nach, das in der Lektion über den „selbstlosen Bauern“ gelehrt wird.
During the 2024 presidential election campaign in Iran, the successful candidate, Masoud Pezeshkian, shared an image from a 1980s school textbook on his social media platforms. Adopting the slogan “For Iran,” he selected an illustration from the lesson The Selfless Farmer, depicting the myth of a lone man who endangered his own life to rescue others. This story, known as Dehqan-e-Fadakar in Farsi, holds significant affective resonance, which Pezeshkian leveraged to present himself as a modest saviour, poised to protect the nation from imminent perils.
1: Masoud Pezeshkian’s Post on X.
His chosen image may have been persuasive, but it was indeed contentious, not least because it has been censored since 2009. How and why did the myth of the Selfless Farmer rise and fall? I will historicize its evolving depiction before and after the Islamic Revolution and explore the shifts in the way school textbooks narrativize devotion and heroism, associated with martyrdom as one of the core official values for the post-revolutionary State in Iran.
A Hero is Born
The news of a brave farmer who saved a passenger train in the city of Tabriz, province of Azarbaijan, was published on the front page of the Ettela’at newspaper on November 7, 1961, turning Riz-Ali Khajavi into a national hero. He was on his way home on that fateful day, the newspaper said, when he saw a heavy landslide blocking the railway tracks. A train was rapidly approaching; tragedy was imminent. He didn’t know how to warn the driver, but Riz-Ali was determined to save the passengers. Despite the cold, he removed his clothes, tied them to his walking stick, and set them on fire with the oil from his lantern. Without hesitation, he ran towards the train. Seeing the fire, the driver noticed the danger and pulled the brakes. After a violent jolt, it stopped. The driver and passengers hurried out. Seeing the landslide, the torch, and the man standing naked in the cold, they realised what he had done; he saved their lives.
From the onset, the story contained contradictions that raised doubts about its authenticity. In the newspaper’s headline, the number of passengers was “hundreds” whereas the article emphasised they were “two thousand”, for example. However, it was soon added to the Persian Language textbooks for third graders in 1963. Textbook authors presented a heroic image of a modest farmer – a representative of the predominantly rural Iranian society – praising the peasantry as agents in the country’s fate just as Pahlavi’s modernising Land Reforms were launched in the province of Azerbaijan (Amanat, 2017). The Farmer, as illustrated atop fallen rocks raising the blazing torch, embodied a legend which not only celebrated the individual’s devotion to the collective as a nationally valued quality of a ‘good’ Iranian but imprinted the myth in pupils’ minds (Picture Two).
2: Persian Language Textbook, 1963, Iranian Ministry of Education.
The Farmer as the Revolutionary Subject
Dehgan-e-Fadakar was already an esteemed national story when the Pahlavi collapsed in 1979. Well-matching the hegemonic discourse of the ‘oppressed’ workers (Mostas’afin) crystallised in the uprisings against the Shah, the Farmer readily represented the Islamic Republic’s revolutionary subject and held a uniquely symbolic value. The lesson, thus, survived the Islamization of education, which removed content that was deemed monarchic and anti-revolutionary and was reprinted without changes to the text. However, Parviz Kalantari, one of its early illustrators in 1963, presented a different image of the Farmer, which was removed from textbooks in the late 2000s.
In Kalantari’s illustration, his nakedness was central to the myth (Picture Three). Everything was cold and grey except for the Farmer’s stripped upper body, the flame, and the train’s lights. The harsh and prominent lines indicated a grave incident in which his bareness symbolised the revolutionary subject’s power while being humanly vulnerable.
3: Persian Language Textbook, 1986, Iranian Ministry of Education.
Since 1989, however, this image changed. While the story stayed the same, the event was significantly less dramatized, and its expressive qualities were noticeably reduced compared to Kalantari’s depiction in 1986. Not only did the blending of warm colours diminish the significance of the Farmer’s nakedness, but the lines that previously gave his body a sense of urgency and humanity were removed. He was merely a painting, and his bareness held less narrative importance (Picture Four).
4: Persian Language Textbook, 1989, Iranian Ministry of Education.
The Fall of a Story
According to the Ministry of Education, a new illustration depicting him clothed was introduced in 2009. He was no longer naked and was shown wearing a white shirt while holding a torch (Picture Five). Multicoloured as it was, the picture conveyed darkness overcome by the Farmers’ white attire, encouraging an ideological interpretation of the event. His body was no longer the focus of the story.
5: Persian Language Textbook, 2023, Iranian Ministry of Education.
He had an insignificant body but wore a white shirt, and the primary educational objective was the colour and its symbolic triumph over darkness. According to an interview with Riz-Ali Khajavi, the textbook’s illustration changed because “on that night, he was wearing a coat which he set on fire during the incident.”, he said, meaning he was not naked. Riz-Ali did not, however, specify the colour of his shirt.
In addition to changing depictions, the story has lost its educational significance over the past four decades. The entire story has now been reduced from two pages to a short paragraph. Socio-politically during this time, the so-called oppressed (Mostaz’afin) have also become peripheral in the official discourses, while simultaneously, the story of Hossein Fahmideh, a child soldier who “volunteered” his life during the Iran-Iraq war (1980-88), was given more credence. Since its inclusion in textbooks in 1984, martyrdom as a national Islamic value has progressively been encouraged as one of the main objectives of education in and through the curriculum and extracurricular activities, to the extent that today, it constitutes a significant portion of lesson content. In this context, the story of the Farmer gradually became marginalised, and heroism was redefined.
Selflessness Reframed
Officially, devotion as the State value has found its true expression in martyrdom, sacrificing one’s life for an ideal. As such, the story of a heroic farmer who ultimately survived is less educationally crucial than one who volunteered his life and was ‘martyred’. In other words, the body earns narrative and performative worth as it is sacrificed to defend a particular vision. Through self-annihilation, devotion is recognised as having national relevance. Hence, not only has the Farmer’s story been reduced in volume, but his naked body, which in Kalantari’s illustration (Picture Three) signified humanity, has also gradually been marginalised. The man’s body was insignificant and in line with the State’s ideological imperative, i.e. the triumph of light over darkness; it was ultimately censored and covered by a white shirt.
In the collective memory, however, the image of The Selfless Farmer, a legacy of Pahlavi, was deeply etched, possessing affective and nostalgic capital. Mobilising this capital may have prompted Masoud Pezeshkian to choose, among the existing depictions, the one that most vividly illustrated his heroism and humanity to stir public emotions: the image of a humble lone man risking his life to save others.
Bibliography
Aahi, Leili, Zahra Khaanlari, and Samineh Baqcheh Baan. 1963. Farsi for Grade Three . Tehran: Sazman-e-Ketab.
Amanat , Abbas. 2017. Iran: A Modern History . New Haven and London : Yale University Press .
Daftar Ta’lif. 1989. Farsi for Grade Three. Tehran: Offset.
—. 2023. Farsi for Grade Three. Tehran: Offset.
—. 1986. Farsi for Grade Three. Tehran: Offset.
Dr. Yasamin Alkhansa researches the politics of historical narratives taught in schools and currently is a Leibniz-Fellow at the Georg Eckert Insitute – Leibniz Institute for Educational Media.
This contribution was first published in Farsi on the Blog Art/Culture/Action and is republished here in an English version with kind permission from the blog and the author.
Title Picture: Persian Language Textbook, 1986, Iranian Ministry of Education.
OpenEdition schlägt Ihnen vor, diesen Beitrag wie folgt zu zitieren:
Leibniz-Fellows (16. Dezember 2024). The Rise and Fall of a National Story. Value of the Past. Abgerufen am 25. Januar 2025 von https://doi.org/10.58079/12xqd
