Persepolis

by Marjane Satrapi
This entry was created for the Fall 2014 semester by Nancy Salto.
Why Banned: Bad for Gods and Government

Banning History:

Published in 2000, Persepolis has made a striking impression all over the world, as a book detailing the personal struggles of author, Marjane Satrapi, as she navigates growing up in a politically turbulent Iran. Satrapi’s book is banned in only two places in the world and was recently challenged in one other. The most fervent ban of the book is in Iran, for a variety of reasons. For example, an Iranian Muslim tenet states there shall be no iconic representations of faith, which Satrapi purposely violated. Furthermore, the book calls into question the integrity of the regime, through detail of political corruption and oppression. Another reason given for the banning is that during the Revolutionary regime, all Western art and literature was purged from the country. As Persepolis was published in France, it stands as Western literature and falls under the ban. Since the 2009 revolts, the book remains banned. In March 2013, Chicago Public Schools also banned the book, very suddenly, due to language graphic depictions of violence. This ban was met with a public outcry, however, and the CEO of CPS quickly readjusted to ban. Currently, Persepolis, is banned from being taught in a class of 7th grade and younger, but can still be offered in the school library. Finally, earlier this month, in the Three Rivers School Distrcit of southwest Portland, Oregon, Persepolis was challenged by local parents. The complaints argue that Persopolis contains strong language and violent depictions of torture, and is therefore inappropriate for students. The book has been challenged by the district and is currently following district policy for removing a book from the school, which includes a review by several students, authority figures in the school, and parents. As of now, no verdict has been reached.

Author Bio

Marjane Satrapi was born in Rasht, Iran in 1969, but grew up in Tehran. Her parents were secular Marxists and raised Marjane to oppose injustice. When Iran’s Islamic Revolution began, her parents expressed opposition to the shah and participated in protests, even bringing Satrapi along. The family stopped attending protests, however, when they turned violent, and soon thereafter, they came to the conclusion that the revolution would be worse than the regime they’d overthrown. A favored uncle of Satrapi was even imprisoned by the shah’s regime, but later executed by the rebels. After the danger grew to be too much, Satrapi’s parents decided to send her to study in Austria. After a brief rebellious stint and a period of homelessness, Satrapi returned to Iran to attend college. Satrapi graduated from L’Ecole de Beaux-Arts in Tehran and later returned to France, to study at Arts Deco in Strasbourg. During her studies, Satrapi found influence in Art Spiegelman and was inspired by his book Maus to create the critically praised Persepolis: The Story of A Childhood. Since then, Persepolis has become an animated film and gained a sequel. Satrapi has also maintained her political activism, speaking out against discrimination in French politics, as it is now where she resides. Though Satrapi has spoken out against political injustices in Iran, she has not returned to the country for fear of her personal safety. Satrapi’s stories have since expanded to include Embroideries, Chicken with Plums, some children’s books, and much more. Critically hailed by leading feminists and scholars alike, Satrapi has made a mark on the scene with combined artistic ability and literary talent.

Discussion Questions

-How has the American media created our perception of Iran/Iranian people and how does the author challenge these preconceptions? What political statements does the author make in this regard, if any?
-How does the oppressiveness of the regime present itself in figures of authority in Marji's life? How does it present itself in the community?
-Would you consider the graphic content in the novel gratuitous? Does the violence detract from the novel?
-How does the novel utilize light/absence thereof in the novel's art to create mood and tone? Is it an effective artistic strategy for linking the literature and art?
-What literary and artistic tactics does the author combine to encourage the reader identifying with the main character?