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Poet and refugee advocate Roya Hakakian talks about how words can help create change in Iran
Roya Hakakian is a poet, author, journalist and advocate for refugees. Every one of these roles is an offshoot of her own life experience as a child and teenager in pre- and post-revolutionary Iran and as an immigrant to the United States. Her poetry appears in many anthologies around the world, her books take a candid look at life under Iran’s fundamentalist Islamic regime and her documentaries tackle important issues like underage children in wars around the world. In our interview, we discuss what people can do to support the current uprising in Iran and the role poetry can play in revolutions.
These must be emotional times for you and the entire Iranian immigrant community. How are you holding up?
It is very exciting and also, as you can imagine, gut-wrenching to watch teenagers, children, and other people perform these great acts of courage and then suffer as a result of it. So, it’s a heroic time and, like all heroic times, whether in history or in epic stories that we read, it’s always associated with a great deal of tragedy too. And all of that is on full display. I wrote a memoir whose last chapter is called “1984.” It’s the last year I was in Iran, and I was describing what Iran had become and how the entire society was divided between two people—the regime and their allies, and then us, which were the ordinary citizens. I thought it was amazing how much time had passed, and yet nothing had changed in that division I described in that chapter. The circumstances, the frustrations, the inequalities, the injustices are the very issues that have brought a new generation of Iranians onto the street.
Iran once had a thriving Jewish population. Do you have any memories of what it was like to be a Jew in Iran before the revolution?
I was 12 years old when the revolution took place, and all my memories at the time before were happy childhood memories—going to the synagogue with my father. We lived within walking distance of a synagogue. I didn’t experience the sort of things that my father had talked about growing up, of the severe antisemitism that he had experienced as a child in a small village in central Iran. And I didn’t experience the sort of things my mother talked about. And she grew up in Hamadan, which is where the tomb of Esther and Mordechai are. The ’60s and the ’70s were the golden time of religious egalitarianism in Iran. And then came the revolution, and things quickly changed. And, you know, it wasn’t so much the ordinary citizens who were being antisemitic, but the regime gave a leg up to Shiite Muslims. So it wasn’t that Jews were barred from anything; it was that it was far more advantageous for you to be a Shiite Muslim.
You have been in danger from Iranian operatives in the United States. I think of Salman Rushdie, who refused to let threats intimidate him, but he ended up severely injured. Is this something you worry about?
The answer is yes for a variety of reasons, one of which is that the FBI came to my house a couple of years ago, warning that they had spotted my name on a list because of the work I do and the books I published, especially my memoir and the second book, which was about a series of murders that Iran had orchestrated in Europe. But I think what’s important, and something that What I hope to bring to the attention of the broader public in America is that everyone is in danger, that if the Iranian regime has gathered enough influence to go after the dissidents that they don’t like in the United States, then we become only the primary targets and everybody else will follow. And I’m incredibly concerned about that.
You recently testified before the Senate Foreign Relations Committee. What was your message? Also, what should the United States be doing to help the protesters in Iran?
My main message was that this movement that began in Iran in September is the most serious movement that Iran has seen in 40-plus years. Immediately a few senators afterward told me, “Oh, Iran has protests all the time, and the regime always suppresses them.” Well, this one has already proven to be different. It has certain qualities that none of the other protests in the past have had. This is a deeply secular movement; it’s a movement that demands the separation of government and religion. And none of the previous movements had these overtones.
For the past 20 years, we’ve only been interested in Iran from a nuclear perspective, and everything else has been in the shadows. Who are Iranians? What do they want? How are they different? What are their demands? The best thing we can do is to stop looking at Iran as just the nuclear program and begin to widen the perspective and recognize that if something changes in Iran, if these protests succeed, then so much else can follow.
Among your many identities are writer and poet. What is the role poetry can play in revolutions?
I became interested in the Iranian revolution in 1979 through poetry. Poetry was the language of that revolution, which in many ways, is why some of those poets who were so devoted to the uprising against the former Shah became far less popular in the aftermath of the 1979 revolution. Revolutions begin with certain social demands, but what fuels them, what keeps them going, is the power of the rhetoric poets and writers pour into them. That’s what literature has always been for me—a tool for grand ideas and grand expressions and, possibly, a tool for changing society for the better.
What do you plan on discussing at the Z3 conference?
I want to talk about my own journey back to defining myself as a Jewish person after leaving Iran and coming to the US. It wasn’t my issue, antisemitism wasn’t my issue, Jewish identity wasn’t my issue because I was a writer. I didn’t have to think about these things. Over the years, have rediscovered my own relationship with Judaism. That is basically what I want to talk about.
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To Prevent Antisemitism in Schools Like Berkeley, Enforce the Rules Already on the Books
Illustrative: Demonstrators holding a “Stand Up for Internationals” rally on the campus of the University of California, Berkeley, in Berkeley, California, US, April 17, 2025. Photo: Carlos Barria via Reuters Connect.
At California’s Berkeley High School (BHS), teachers are interrupting their normally-scheduled classroom lessons to talk about the Iran war.
Given the Berkeley school district’s dismal record on antisemitism, will BHS once again become a venue for Israel-bashing, or even conspiracy theories that Israel manipulated the United States into attacking Iran? If signs of such activity emerge, what can be done to stop it?
Part of the solution — at least at the K-12 level — is simple: state and local governments must ensure that school districts enforce pre-existing constitutional constraints, state educational codes, and school district rules that prohibit indoctrination in the classroom.
Of course, that is not always so easy. One teachers’ group held a teach-in to address the purported causes of the October 7 attack, during which they shared curricular materials such as a guide to “settler colonialism” that defines Hamas as “a resistance movement” and tells students the United States only calls Hamas a terrorist organization because of its “measures against the occupation.”
Materials like these then make their way into BHS classrooms. One history teacher, who reportedly used antisemitic stereotypes in class, showed an anti-Israel video and required her students to respond to the prompt: “To what extent should Israel be considered an Apartheid State?”
When Jewish students complained, the Berkeley Unified School District (BUSD) simply transferred them out of her class. Also at BHS, according to the Brandeis Center complaint, an art teacher reportedly showed the class “violent, pro-Hamas videos.” The teacher also allegedly promoted student walkouts and demonstrations, and projected antisemitic images such as a fist punching through a Star of David. Jewish students were again transferred to a new class, only to find their new teacher wore Free Palestine stickers on her clothing.
What’s especially disturbing about these incidents is that the BUSD already has a policy in place to prevent this kind of ideological offensive material in the classroom. According to BUSD’s “Policy 6144: Controversial Issues,” when a teacher chooses to address such a subject, they should “ensure that all sides of a controversial issue are impartially presented,” and, “The teacher may not use his/her position to forward his/her own historical, religious, political, economic or social bias.”
According to a Supreme Court decision in Garcetti v. Ceballos (2006), such rules are consistent with freedom of speech because, when public employees are carrying out their official duties, their speech does not have the same First Amendment protection as private citizens. State governments have implemented regulations based on this principle.
Texas Educational Code § 28.0022 states that when teachers discuss a controversial topic of public policy, they should “explore that topic objectively and in a manner free from political bias.” Moreover, the code stipulates that teachers cannot assign tasks to students that involve political advocacy.
Similarly, the Florida State Board of Education issued Florida Administrative Code, Rule 6A-10.081, which stipulates that teachers shall not “unreasonably deny a student access to diverse points of view” or “intentionally distort or misrepresent facts concerning an educational matter.”
Yet without enforcement, such policies have little value.
BUSD parents have lodged more than 100 complaints of violations targeting Jewish students. Now, both the US Department of Education and the House of Representatives’ Education and Workforce Committee are investigating antisemitism in the BUSD. Parents have also brought a civil rights lawsuit against the district.
Clearly, school districts across the country should be enforcing policies against propaganda and bigotry in the classroom. But changing the ways of a resistant school district like BUSD is easier said than done. It will entail investigating and then educating the community about existing laws, rules, and codes pertaining to teachers’ speech and conduct. And it will involve persuading parents and students to work with civil rights groups and the local, state, and Federal governments to hold public teachers and administrators accountable.
Our country relies on its schools to endow students with the skills necessary for critical thinking and independent thought. If teachers themselves cannot rise above their prejudices and partisan sentiments, then American schools are not likely to turn out students resistant to conspiracy theories and propaganda.
Naomi Friedman is an Education Fellow at the Foundation for Defense of Democracies.
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Who Owns the Story? Israel Needs Images and Messages That Match the Palestinian Narrative
Protestors in Melbourne unfurl a watermelon banner in solidarity with Palestinian ‘resistance.’ (Photo: Screenshot)
In today’s hyperconnected world, legitimacy is no longer determined solely by history books or diplomatic recognition. It is shaped, distilled, and often distorted in the fast-moving currents of digital culture. Narratives are no longer argued — but they are absorbed, shared, and symbolized. And increasingly, they are decided not by depth, but by clarity and repetition.
For many who support Israel, this presents a growing challenge. The issue is not a lack of historical grounding or factual legitimacy. It is that these truths are not being communicated with the same force, simplicity, and creativity as competing narratives. In a landscape driven by visuals and emotion, complexity alone does not win attention.
At the heart of the matter lies an enduring reality: the Jewish connection to the land of Israel is ancient, continuous, and foundational. It predates modern political frameworks and is rooted in centuries of cultural, religious, and historical presence. This is not a claim constructed in recent decades; it is a defining element of Jewish identity itself.
Yet historical continuity does not automatically translate into contemporary resonance. In the digital arena, meaning is often assigned through symbols that travel faster than context. One of the more curious examples of this phenomenon is the rise of the watermelon as a political emblem.
Today, the image is widely recognized as associated with pro-Palestinian expression. But its origins are neither exclusive nor inherently political. The fruit itself traces back thousands of years to regions of Africa, long before it became entangled in modern symbolism. Its eventual adoption as a visual shorthand was shaped by circumstance, not destiny.
Rather than dismissing or avoiding widely circulated symbols, there is an opportunity to engage with them differently — and to embed them with alternative narratives. The goal is not to negate others, but to assert presence within the same visual language.
Currently, one of the obstacles facing pro-Israel advocacy is not a lack of material, but a lack of cohesion. Messaging often emerges reactively, responding to trends rather than shaping them. Meanwhile, opposing narratives benefit from clarity, emotional appeal, and visual uniformity.
That imbalance can be addressed by approaching communication not only as a matter of accuracy, but of strategy.
Facts remain essential — but in a digital environment, they must be paired with compelling storytelling and recognizable imagery. A well-crafted symbol can reach audiences that a detailed explanation never will.
Reframing something as simple as a watermelon is not about the object itself. It is about demonstrating that meaning is not fixed, and that narratives are not surrendered unless they are abandoned. Because ultimately, the question is not just who holds the stronger argument. It is who communicates it in a way that resonates.
To shape understanding, one must also shape the story.
Sabine Sterk is the CEO of Time To Stand Up For Israel.
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I’m a UMich Student: All Countries Are Welcome — Except Israel
Law enforcement clash with pro-Hamas demonstrators at the University of Michigan on Aug. 28, 2024. Photo: Brendan Gutenschwager/X
Tea time is my favorite part of each week. As the tea chair for the historic Martha Cook Building, an all-women’s dorm at the University of Michigan in operation since 1915, I have the joy of planning and hosting our weekly Friday teas.
Out of all our building traditions, International Tea is one of the most popular. Martha Cook residents (affectionately nicknamed “Cookies”) sign up to represent a country, and host a table offering information and a cultural snack. Friends are invited, foods from across the world are tasted, and on-campus cultural groups perform.
As I did last year, I signed up to represent Israel. I’m a Jewish student who is heavily involved in the pro-Israel community on campus, so naturally, Israel is the country I chose to showcase. The Monday before International Tea, the flags from each country went up. I smiled as I passed the Israeli flag on my way out of the building.
When I came back from the day’s classes, the Israeli flag was gone. I notified the Martha Cook House Board.
Fast forward to that Friday: the day of International Tea. After our weekly House Board meeting concluded, a representative from MHousing called me into another room.
“I just wanted to let you know before you set up for tea that someone has defaced your board.”
That morning, I was already worried that my Israel board (a tri-fold that each participant makes, celebrating the country’s culture) had been set up too early, since I had a feeling that someone might do something like that.
“What did they write?” I asked, “Free Palestine? Genocide? Apartheid?”
“No, they wrote, ‘Notable resident: Epstein.’”
That was not what I expected. Jeffrey Epstein has nothing to do with Israel. But that’s the logic now: lump together anything even remotely perceived as related to Judaism and pin the guilt on the Jewish State. On today’s campus, every grievance is interconnected — except, apparently, the one about Jews being targeted.
Police reports had already been filed for both the flag theft and the vandalism. This was just the icing on the cake for a week that had included both the official passing of a BDS resolution in our student government and the election of a new student body president who ran with the slogan, “Free laundry, free Palestine.” I would not be surprised if these anti-Israel “successes” emboldened the actions of the Martha Cook flag thief and vandal.
When I chose to represent Israel, I chose to represent a culture. I made no comment on the government nor any conflict. The reaction to the Israeli flag simply being displayed and the vandalism on my board are indicative of what campus has been like.
Since I first stepped on campus in August of 2023, I have found myself in an environment that emphasizes feelings over facts and political correctness over discussion. Even before the October 7th attacks, the campus culture was one in which it was taboo to push back on anything that did not fall into the popular narratives. The aftermath of October 7th pushed this to the next level.
Before Israel even responded to Hamas’ attack, protesters were calling Israel genocidal and advocating for the destruction of the country “from the river to the sea.” Thousands of students with no prior knowledge of Middle Eastern history or connection to the conflict began hopping on the anti-Israel bandwagon and marching around as “social justice” warriors.
The 2023-24 school year was the most divided, hostile environment I have experienced. When my friends or I tried to have conversations with people who were tagging along with the anti-Israel groups, we were either turned away, ignored, or had anti-Zionist buzzwords yelled at us. No one engaged with what we were actually saying. They just repeated slogans.
As campus calmed down, the performative activists largely moved on to trendier issues. But the small, dedicated group of anti-Israel agitators remains an active and insidious force.
There will always be those who are against us. What matters is that we, the Jewish community and our allies, stand up for the truth and for what is right. We must keep ourselves educated on the conflict. We must continue to host pro-Israel programming. We must have conversations when we can, respectfully engaging with those who disagree with us. We must do all of this while attending classes, keeping up with our studies, and cheering on our amazing Michigan sports teams (Go Blue!).
In a time when the future looks uncertain, I remain hopeful. Despite all of the hate directed at the Jewish community, I look around and see young, strong Jewish leaders stepping up and making a difference. We strive to be a light among the nations, and we are not going anywhere.
Addison Stone is a junior at the University of Michigan studying War & Conflict Studies and Theatre. She serves on the boards of Students Supporting Israel, Wolverine for Israel, and Michigan Israel Public Affairs Committee.