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Literacy, text, and performance in h...

Allen, Heather J.

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Literacy, text, and performance in histories of the conquest of Mexico.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Literacy, text, and performance in histories of the conquest of Mexico./
Author:	Allen, Heather J.
Description:	237 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4576.
Contained By:	Dissertation Abstracts International72-12A.
Subject:	Language, Modern. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3472804
ISBN:	9781124867380

Literacy, text, and performance in histories of the conquest of Mexico.
Allen, Heather J.

Literacy, text, and performance in histories of the conquest of Mexico. - 237 p.

Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4576.

Thesis (Ph.D.)--The University of Chicago, 2011.

This dissertation contributes to an early modern cultural history of print through an investigation of the symbolic dimensions of literacy within New Spain conquest historiography. The cultural history of print, a term coined by historian Adrian Johns, encompasses the materiality and sociological impact of textual creation, production, and circulation in different communities around the world. The communities of Spain and its colonies, however, have long been overlooked by book historians, who concentrate primarily on continental Europe and England. Further, the little research on Spanish colonial book history does not always take into account indigenous perspectives and forms of record-keeping. Indeed, this bias is clear in the very vocabulary—print- and book-centered, according to European concepts of textual production and reading—used to describe the discipline. Nonetheless, a cultural history of print that incorporates indigenous perspectives is essential to an understanding of Latin America's generative processes, because, as Walter Mignolo and others have shown, the interaction between different cultural concepts of literacy played a central role in the Spanish colonization of the continent and was integral in the formation of new societies and eventually new political states.

ISBN: 9781124867380Subjects--Topical Terms:

1018098
Language, Modern.

Literacy, text, and performance in histories of the conquest of Mexico.
LDR:04892nam 2200337 4500 001 1957424
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008 150210s2011 ||||||||||||||||| ||eng d
020 $a 9781124867380
035 $a (UMI)AAI3472804
035 $a AAI3472804
040 $a UMI $c UMI
100 1 $a Allen, Heather J. $3 2092321
245 1 0 $a Literacy, text, and performance in histories of the conquest of Mexico.
300 $a 237 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4576.
500 $a Adviser: Lisa B. Voigt.
502 $a Thesis (Ph.D.)--The University of Chicago, 2011.
520 $a This dissertation contributes to an early modern cultural history of print through an investigation of the symbolic dimensions of literacy within New Spain conquest historiography. The cultural history of print, a term coined by historian Adrian Johns, encompasses the materiality and sociological impact of textual creation, production, and circulation in different communities around the world. The communities of Spain and its colonies, however, have long been overlooked by book historians, who concentrate primarily on continental Europe and England. Further, the little research on Spanish colonial book history does not always take into account indigenous perspectives and forms of record-keeping. Indeed, this bias is clear in the very vocabulary—print- and book-centered, according to European concepts of textual production and reading—used to describe the discipline. Nonetheless, a cultural history of print that incorporates indigenous perspectives is essential to an understanding of Latin America's generative processes, because, as Walter Mignolo and others have shown, the interaction between different cultural concepts of literacy played a central role in the Spanish colonization of the continent and was integral in the formation of new societies and eventually new political states.
520 $a In order to elucidate this interaction between Spanish and Amerindian literacies, I focus on the symbolic meaning of literacy within three crucial historical events in the Spanish conquest of Mexico, each with a European text or an indigenous record-keeping artefact at its center. These events are: the rescue of Jerónimo de Aguilar and the book of hours he kept during his eight years of captivity among the Maya of the Yucatán peninsula, as well as his role as cultural and linguistic translator between Hernán Cortés and the Amerindians, as told by Spanish priest Francisco López de Gómara, conquistador Bernal Díaz del Castillo, official chronicler of Mexico City Francisco Cervantes de Salazar, mestizo historian Fernando de Alva Ixtlilxochitl, and indigenous chronicler Chimalpahin (chapter 1); the portrayal of Moctezuma via his use of pictorial manuscripts and Amerindian received wisdom in handling the Spaniards' initial appearance as reported by Spanish priest Diego Durán and Amerindian historiographer Hernando Alvarado Tezozomoc (chapter 2); and Ixtlilxochitl's and conquistador Hernán Cortés's versions of Cortés's infamous execution of the Amerindian tlahtoani Cuauhtemoc during the disastrous journey to Hibueras (Honduras), an assassination he dubiously legitimates using an Amerindian pictorial manuscript (chapter 3).
520 $a By juxtaposing conflicting versions of these episodes, I explore how and why the authors assign varying levels of cultural, political, and religious authority to different types of literacy. I interrogate how much they are able to control the meaning of record-keeping artefacts and corresponding practices of another tradition by applying their own notions of literacy; and whether the power struggles in the histories themselves reflect the power struggles in a historiographical process that often pits textual authorities and authoritative sources against one another. Through this juxtaposition, I challenge the critical commonplace that Europeans believed the Amerindians had no writing and thus no history or civilization, showing instead that historians from Spanish as well as indigenous and mestizo backgrounds depended on sources from so-called alphabetical cultures and those considered to lack true writing in order to construct their own textual authority; and furthermore, that the construction of authority using resources from both cultures perhaps occurred earlier than previously thought.
590 $a School code: 0330.
650 4 $a Language, Modern. $3 1018098
650 4 $a Literature, Latin American. $3 1024734
650 4 $a History, Latin American. $3 1017580
690 $a 0291
690 $a 0312
690 $a 0336
710 2 $a The University of Chicago. $b Romance Languages and Literatures. $3 2092322
773 0 $t Dissertation Abstracts International $g 72-12A.
790 1 0 $a Voigt, Lisa B., $e advisor
790 1 0 $a de Armas, Frederick $e committee member
790 1 0 $a Roa-de-la-Carrera, Cristian $e committee member
790 $a 0330
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3472804