30 research outputs found
Now Peru Is Mine: The Life and Times of a Campesino Activist by Manuel Llamojha Mitma, Jaymie Patricia Heilman
No full textLlamojha Mitma, Manuel and Jaymie Patricia Heilman. Now Peru Is Mine: The Life and Times of a Campesino Activist. Durham, NC: Duke University Press, 2016. Review by William O. Deaver, Jr
Review of Now Peru is Mine. The Life and Times of a Campesino Activist, by Manuel Llamojha Mitma and Jaymie Patricia Heilman
No full textNow Peru is Mine. The Life and Times of a Campesino Activist, by Manuel Llamojha Mitma and Jaymie Patricia Heilman. Duke University Press, 201
HEILMAN, JAYMIE (2018). REBELIONES INCONCLUSAS. AYACUCHO ANTES DE SENDERO LUMINOSO
Get PDFEl texto Rebeliones inconclusas, publicado por la editorial La Siniestra, se suma a los numerosos estudios publicados sobre la guerra interna que los/as peruanos/ as experimentamos durante las dos últimas décadas del siglo XX. Sin embargo, este texto se diferencia de los demás por el enfoque –a la vez local, histórico y antropológico– planteado al abordar el espinoso tema de la insurrección senderista. La virtud de la narrativa histórico-local es que permite a Heilman situar la insurrección armada senderista en el tiempo y vincularla con lo que venía ocurriendo en las zonas rurales de la sociedad andina, donde se suscitaban conflictos –en especial, por tierras– entre notables locales y campesinos pobres, entre campesinos pobres y entre comunidades campesinas. 
Now Peru Is Mine
Get PDFBorn in 1921, Manuel Llamojha Mitma became one of Peru's most creative and inspiring indigenous political activists. Now Peru Is Mine combines extensive oral history interviews with archival research to chronicle his struggles for indigenous land rights and political inclusion as well as his fight against anti-Indian racism. His compelling story—framed by Jaymie Patricia Heilman's historical contextualization—covers nearly eight decades, from the poverty of his youth and teaching himself to read, to becoming an internationally known activist. Llamojha also recounts his life's tragedies, such as being forced to flee his home and the disappearance of his son during the war between the Shining Path and the government. His life gives insight into many key developments in Peru's tumultuous twentieth-century history, among them urbanization, poverty, racism, agrarian reform, political organizing, the demise of the hacienda system, and the Shining Path
"For the Purpose of Harmonious Development": Salvador Alvarado's Revolutionary Educational Reforms in Yucatán, 1915-1918
No full textThis thesis explores the revolutionary education program of General Salvador Alvarado in Yucatán from 1915 to 1918. As governor of the state, Alvarado reformed the education system to ensure that children state-wide received free, secular primary education. The education program also aimed to reform secondary education, creating a series of agricultural and vocational training schools that would ensure the productivity of the working-class population. Alvarado’s education policies were also accompanied by a series of moralizing and racialized reforms that aimed to ensure that the Indigenous population became de-Indianized, rational, sober, and hygienic. The assumption was that the Indigenous population was responsible for Yucatán’s backwardness, and that education would transform them into proper citizens and valuable members of society.
Alvarado’s education reforms faced opposition from the hacendados and the Catholic Church, both of which had differing opinions on how education should be implemented and the goals that it should achieve. There was disagreement about the role the Catholic Church should play in education, whether girls and boys should study in the same schools, and what kind of training the Indigenous population should receive. Yucatán’s education system also struggled to survive as it lacked the necessary funds to ensure that all schools had supplies, equipment, and staff to run effectively. For these reasons, Alvarado’s education reforms ultimately did not fully endure past 1918. Ultimately, these reforms did manage to resonate with the working-class population, who actively campaigned to remind the government of the promises it had made. Alvarado managed to create an education program that would be replicated at the federal level in the 1930s and 1940s with the consolidation of the Secretariat of Public Education
“Forty Hours of Hope”: An Analysis of Paulo Freire’s 1963 Literacy Program in Angicos
Get PDFThis thesis explores the results of and claims made about the experimental 1963 literacy program operated in the small Brazilian town of Angicos, Rio Grande do Norte. This program was where the renowned pedagogue Paulo Freire’s literacy methods were first attempted at a large scale using government funding to teach nearly 300 adults and adolescents how to read and write in a mere forty hours of instruction. Freire’s program utilized what is known as the Paulo Freire Method, wherein instructors taught literacy using images and vocabulary that were determined to be culturally significant to the communities in which courses took place. Through these lessons, instructors would not only aim to provide students with basic literacy skills but with political consciousness and a desire to participate in the democratic system. The program claimed to have had resounding success, leading to the creation of plans to establish Freirean literacy courses, known as culture circles, all over the nation. However, shortly after the program’s close, it was deemed to have been bathed in Marxist ideology, promoting subversion among its students. As Cold War political tensions continued to heat up in the country, reaching their peak at the military coup of 1964, the expansion of culture circles was forced to halt and Freire, along with many instructors of his craft, was sent into exile.
Despite the political reaction caused by this program, Freire’s method continues to be used in the country today, where his name is celebrated as the patron saint of education. Yet, the experience in Angicos, while being the first of many successes in Freirean education, is largely unknown by the Brazilian public. This thesis considers the lofty claims of this program’s success through a critical lens, contributing to the limited scholarly conversation on the Cold War forces at play during the course’s operation. Throughout my research, I argue that the claims made about this program cannot be separated from the political narratives they served historically. Beyond this, I interpret the achievements of the program along with its limitations, paying close attention to its class-centric interpretation of oppression to unite the people of Angicos. Through examining didactic materials, diary entries, newspaper articles, government documents, and secondary scholarship, I provide a historical analysis of the Forty Hours of Angicos that provides important emphasis on the Cold War political context that shaped accounts of the program’s results
Offspring as Enemy? How Canada\u27s National Magazine Confronted Youth and Youth Culture in the 1960s
No full textThe idea of a "generation-gap" is one of the principal features in the mythology of the 1960s. The construct implies that the response of parents to the social and cultural activism of their teenage baby-boomers, those born in the period 1946-1962, was systematically hostile and decidedly unsympathetic. An examination of the contents of the Canadian periodical Maclean\u27s between the years 1959 and 1973, however, reveals a very different reaction towards youth. Attitudes in the magazine regarding youth culture were generally positive and frequently laudatory, thus calling into question the reality of the generation-gap
