Lipstick+Jihad


 * Summary**: [|Azadeh Moaveni] went to [|Tehran] to report for [|Time] – to find out both the truth about [|Iran] and, she hoped, her "authentic self." One of the strongest memoirs written about being trapped between two countries, the book begins with the author as a young Californian who told friends she was "[|Persian]." Secretly enthralled by the country her parents left during the [|Islamic Revolution], she wanted to love Iran and determined to give it a chance. She quickly adapted to not smoking or smiling in public. She learned how dating boys and girls seen together on the street are subject to being beaten by the police. During her time in Iran, certain regulations relaxed: veils and //roopooshes// became available in an array of colors. Citizens pulled off the occasional wild party in the street. There were things she could not accept–as when a friend of hers was caught with a bottle of wine and fined 30 lashes. The author writes well about the aftermath of [|9/11]–feeling "suspect" in the U.S. and tensing under the weight of President Bush's naming Iran as part of an "[|Axis of Evil.]" She includes many stories about Iranians with varying situations and perspectives. Her book is an excellent introduction to the country's recent history and the Islamic Revolution. It makes fine reading both for those who will identify with the author and for those who are curious about how teens in very different countries negotiate their lives.//–Emily Lloyd, Stephen J. Betze Library, Georgetown, DE//

While [|Islam] is one of the world's largest religions, many students will be unfamiliar with its ideals and practices. In the memoir, Lipstick Jihad, Moaveni constantly struggles with issues surrounding this religion. Students may need some background information to help them understand Moaveni's struggle and also clarify any misunderstandings that they may have about Islam. Sadly, Islam is poorly represented in mainstream western media. Opening students' eyes to the true nature of Islam is an important step in clearing up any prejudices they may have.
 * Challenge 1: What is Islam?**

One way to help students learn more about Islam is to visit a [|mosque]. Many mosques are willing to allow visitors and make presentations about Islamic beliefs. If this isn't possible, try to arrange a classroom visit, or find a documentary to show in class. Face to face conversation with someone is an important way to start developing understanding. Before the activity, have students write down questions or thoughts that they have about Islam. Then, after learning about Islam, students might reflect on their writing. What have they learned? How did the visit/conversation/film change their thoughts and ideas about Islam? Then, you might have students write a letter or email to a friend or family member. In their letters, students can share their experiences and talk about their old notions and new understanding about Islam.


 * Resources about Islam

For those of you fortunate enough to have United Streaming:** [|Assignment Discovery: Islam: History, Society and Civilization] [|Religions of the World: Islam] [|Worlds of Faith: Islam: Sacrifice to Allah]

[|Islam Wikipedia Page] [|Islam.com a valuable resource for all things Islam] [|A site about Islam and religious tolerance]
 * For those without United Streaming**

Throughout the memoir, Azadeh Moaveni is trying to find the Iran of her youth and her "authentic self." But as she soon discovers, the Iran of her youth is no longer there and an "authentic self" seems to be a hybrid of her "Americanness" and her "Iranianness." What makes it even harder for her is that all of these things are in a state of flux. Identity is not an easy thing to pin down.
 * Challenge 2: Who are you? Finding the Authentic Self**

The search for, and attempt to form identity is an ongoing process with students; students are constantly searching their own place to fit in. Moaveni's memoir will strike a chord with high school, and post high school, readers for this reason. One way to incorporate ideas about forming/finding identity into the classroom is to have students research their family histories. What is it about their family that has shaped who they are today? In addition, students could think about what it means to be from a certain country, town, or even sub-division. What rules or restrictions are place on them, and how do they compare to what Azadah Moaveni was/is up against? How does being born in a certain place help to create who you are?

//Lipstick Jihad// can be used with a variety of different texts. One text that would really add to the discussion of identity is [|Sophie's World] by Jostein Gaarder. The novel is the story of a 14 year old girl who is trying to understand the world and her place in it, with the help of a mysterious philosopher. An incredible novel, Sophie's World is also a history of philosophy. When combined with //Lipstick Jihad//, it can lead to rich classroom discussion.

[|An insightful interview with Moaveni] [|Azadeh's homepage] [|Azadeh Moaveni audio] [|Azadeh interview (audio)]
 * Additional Resources**