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Legacies of the Indianist imaginatio...

Guzman, Tracy Lynne Devine.

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Legacies of the Indianist imagination and the failures of indigenist politics: "Indians," "intellectuals," and "education" in Peru and Brazil, 1910--2000 (Darcy Ribeiro, Jose Maria Arguedas).

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Legacies of the Indianist imagination and the failures of indigenist politics: "Indians," "intellectuals," and "education" in Peru and Brazil, 1910--2000 (Darcy Ribeiro, Jose Maria Arguedas)./
Author:	Guzman, Tracy Lynne Devine.
Description:	294 p.
Notes:	Adviser: Alberto Moreiras.
Contained By:	Dissertation Abstracts International64-01A.
Subject:	History, Latin American. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3077136
ISBN:	0493975535

Legacies of the Indianist imagination and the failures of indigenist politics: "Indians," "intellectuals," and "education" in Peru and Brazil, 1910--2000 (Darcy Ribeiro, Jose Maria Arguedas).
Guzman, Tracy Lynne Devine.

Legacies of the Indianist imagination and the failures of indigenist politics: "Indians," "intellectuals," and "education" in Peru and Brazil, 1910--2000 (Darcy Ribeiro, Jose Maria Arguedas). - 294 p.

Adviser: Alberto Moreiras.

Thesis (Ph.D.)--Duke University, 2002.

This dissertation examines and compares the role of race and culture in the nation-building projects of twentieth-century intellectuals in Peru and Brazil. In light of the radically different location of “Indians” and “Indianness” in the social formations and national imaginaries of these two countries, I argue that the varied discourses of indigenism are fundamental to understanding how intellectuals viewed and interpreted their national societies, and how they sought to change and “improve” them through education. In an effort to arrive at a well-rounded vision of the indigenist project, the analysis draws upon a variety of indigenist narratives, including social-scientific texts, government documents, novels, essays, and poetry, as well as didactical materials from throughout the twentieth century, and extensive interaction with students, educators, and administrators involved in all levels of “indigenous education.” In Chapter One, I examine the categories of “indigenism,” “indianism,” “Indians,” and “Indianness,” arguing that each of them is vague and essentially meaningless unless contextualized both historically and socially into a particular place and time. Since “Indian” has always been employed as malleable category, “indigenism,” as a discourse based upon that category, is neither objective nor scientific, as many indigenists have suggested, but instead, fundamentally subjective and oftentimes self-serving. Chapter Two demonstrates how indigenist intellectuals and politicians worked to supplant the real with the imaginary in order to meet their own political goals, or fulfill their particular visions of nationhood as social utopia—processes that resulted in oftentimes devastating consequences for indigenous peoples in both countries under study. The third chapter examines how the twentieth-century indigenist debates play out in the work of Brazilian Darcy Ribeiro and Peruvian José María Arguedas, whose personal circumstances and intellectual pursuits led them to claim a “double consciousness” that informed and molded their understanding of the breakdown and subsequent reshaping of social and cultural forms. Their cases help illustrate how indigenist discourse has been as much about a self-positioning in relation to (Indian) subaltemity as it is about the nation, and point to the centrality of “border thinking” in the development of an anti-racist politics.

ISBN: 0493975535Subjects--Topical Terms:

1017580
History, Latin American.

Legacies of the Indianist imagination and the failures of indigenist politics: "Indians," "intellectuals," and "education" in Peru and Brazil, 1910--2000 (Darcy Ribeiro, Jose Maria Arguedas).
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245 1 0 $a Legacies of the Indianist imagination and the failures of indigenist politics: "Indians," "intellectuals," and "education" in Peru and Brazil, 1910--2000 (Darcy Ribeiro, Jose Maria Arguedas).
300 $a 294 p.
500 $a Adviser: Alberto Moreiras.
500 $a Source: Dissertation Abstracts International, Volume: 64-01, Section: A, page: 0160.
502 $a Thesis (Ph.D.)--Duke University, 2002.
520 $a This dissertation examines and compares the role of race and culture in the nation-building projects of twentieth-century intellectuals in Peru and Brazil. In light of the radically different location of “Indians” and “Indianness” in the social formations and national imaginaries of these two countries, I argue that the varied discourses of indigenism are fundamental to understanding how intellectuals viewed and interpreted their national societies, and how they sought to change and “improve” them through education. In an effort to arrive at a well-rounded vision of the indigenist project, the analysis draws upon a variety of indigenist narratives, including social-scientific texts, government documents, novels, essays, and poetry, as well as didactical materials from throughout the twentieth century, and extensive interaction with students, educators, and administrators involved in all levels of “indigenous education.” In Chapter One, I examine the categories of “indigenism,” “indianism,” “Indians,” and “Indianness,” arguing that each of them is vague and essentially meaningless unless contextualized both historically and socially into a particular place and time. Since “Indian” has always been employed as malleable category, “indigenism,” as a discourse based upon that category, is neither objective nor scientific, as many indigenists have suggested, but instead, fundamentally subjective and oftentimes self-serving. Chapter Two demonstrates how indigenist intellectuals and politicians worked to supplant the real with the imaginary in order to meet their own political goals, or fulfill their particular visions of nationhood as social utopia—processes that resulted in oftentimes devastating consequences for indigenous peoples in both countries under study. The third chapter examines how the twentieth-century indigenist debates play out in the work of Brazilian Darcy Ribeiro and Peruvian José María Arguedas, whose personal circumstances and intellectual pursuits led them to claim a “double consciousness” that informed and molded their understanding of the breakdown and subsequent reshaping of social and cultural forms. Their cases help illustrate how indigenist discourse has been as much about a self-positioning in relation to (Indian) subaltemity as it is about the nation, and point to the centrality of “border thinking” in the development of an anti-racist politics.
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