The Effects of Neocolonialism on Indigenous Peruvians
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English, French, and Spanish Colonies: a Comparison
COLONIZATION AND SETTLEMENT (1585–1763) English, French, and Spanish Colonies: A Comparison THE HISTORY OF COLONIAL NORTH AMERICA centers other hand, enjoyed far more freedom and were able primarily around the struggle of England, France, and to govern themselves as long as they followed English Spain to gain control of the continent. Settlers law and were loyal to the king. In addition, unlike crossed the Atlantic for different reasons, and their France and Spain, England encouraged immigration governments took different approaches to their colo- from other nations, thus boosting its colonial popula- nizing efforts. These differences created both advan- tion. By 1763 the English had established dominance tages and disadvantages that profoundly affected the in North America, having defeated France and Spain New World’s fate. France and Spain, for instance, in the French and Indian War. However, those were governed by autocratic sovereigns whose rule regions that had been colonized by the French or was absolute; their colonists went to America as ser- Spanish would retain national characteristics that vants of the Crown. The English colonists, on the linger to this day. English Colonies French Colonies Spanish Colonies Settlements/Geography Most colonies established by royal char- First colonies were trading posts in Crown-sponsored conquests gained rich- ter. Earliest settlements were in Virginia Newfoundland; others followed in wake es for Spain and expanded its empire. and Massachusetts but soon spread all of exploration of the St. Lawrence valley, Most of the southern and southwestern along the Atlantic coast, from Maine to parts of Canada, and the Mississippi regions claimed, as well as sections of Georgia, and into the continent’s interior River. -
EDUCATION in PERU
0E-14104 Bulletin 1964, No. 33 EDUCATION in PERU AgELA R. FREEBURCER Research Assistant, Wettern Hemisphere, collaboration with CHARLES C. HAUCH Acting Director, Comparative Education Branch U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE / Anthony J. Celebreeze, Secretary 4 Office of Education.' Francis Keppel, Commissioner CRO: DEPOSIIORY Contents Part I. BACKGROUND Page General Characteristics of Country and People _ - 1 Educational Development __ Administration anti Wititince _ esPart II.EDUCATIONAL LEVELS Preprimary Education 8 Elementary Education Secondary Education _ 12 Private Education ___. 16 V,Icational Education 17 Teacher-Education _ a 23 Iligher Education 26 Special Schools 36 illiteracy and Adult1:1111Cillii)11Programs 37 Part III. EDUCATIONAL OUTLOOK Problems, Trends, and Developments 41 international Cooperative Assistance " 47 Educational Centers and Services . 49 Glossary _. _ 51 Selected. References Tables Text I'age 1. Total population and school population of Peru :1906-60 _ 10 2., Number of hours a week, per subject,iu the 5-year general secondary schools, by year 15 3. Selected data on elementary and secondary binational- sponsored schools In Peru 18 4. Number of schools and students, by eductitional level and type of school:1956-60 43 5. Ntuuber of teachers, by educational level and- type of schools: 1950-60 44 Appendix A. Selected data on the principtil universities of Peru__ 58 B. Peruvian universities recently founded or in the process of organi- zation C. Degrees or titles awarded by the universities and number ofyears of study required for each, by university and faculty_____ 00 Chart Educational System of Peru, 1963 Map Geographical Regions of Peru Iv to Pacific Ocean Geographical Regions of Peru' States (Deportamentos) coast (COSTA) mountains (SIERRA) jungle (SELVA) SOURCE: Ministerio de Educacio'n PL;blica. -
New Age Tourism and Evangelicalism in the 'Last
NEGOTIATING EVANGELICALISM AND NEW AGE TOURISM THROUGH QUECHUA ONTOLOGIES IN CUZCO, PERU by Guillermo Salas Carreño A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Anthropology) in The University of Michigan 2012 Doctoral Committee: Professor Bruce Mannheim, Chair Professor Judith T. Irvine Professor Paul C. Johnson Professor Webb Keane Professor Marisol de la Cadena, University of California Davis © Guillermo Salas Carreño All rights reserved 2012 To Stéphanie ii ACKNOWLEDGMENTS This dissertation was able to arrive to its final shape thanks to the support of many throughout its development. First of all I would like to thank the people of the community of Hapu (Paucartambo, Cuzco) who allowed me to stay at their community, participate in their daily life and in their festivities. Many thanks also to those who showed notable patience as well as engagement with a visitor who asked strange and absurd questions in a far from perfect Quechua. Because of the University of Michigan’s Institutional Review Board’s regulations I find myself unable to fully disclose their names. Given their public position of authority that allows me to mention them directly, I deeply thank the directive board of the community through its then president Francisco Apasa and the vice president José Machacca. Beyond the authorities, I particularly want to thank my compadres don Luis and doña Martina, Fabian and Viviana, José and María, Tomas and Florencia, and Francisco and Epifania for the many hours spent in their homes and their fields, sharing their food and daily tasks, and for their kindness in guiding me in Hapu, allowing me to participate in their daily life and answering my many questions. -
The Impact of the Second World War on the Decolonization of Africa
Bowling Green State University ScholarWorks@BGSU 17th Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 13th, 1:30 PM - 3:00 PM The Impact of the Second World War on the Decolonization of Africa Erin Myrice Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Myrice, Erin, "The Impact of the Second World War on the Decolonization of Africa" (2015). Africana Studies Student Research Conference. 2. https://scholarworks.bgsu.edu/africana_studies_conf/2015/004/2 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. The Impact of the Second World War on the Decolonization of Africa Erin Myrice 2 “An African poet, Taban Lo Liyong, once said that Africans have three white men to thank for their political freedom and independence: Nietzsche, Hitler, and Marx.” 1 Marx raised awareness of oppressed peoples around the world, while also creating the idea of economic exploitation of living human beings. Nietzsche created the idea of a superman and a master race. Hitler attempted to implement Nietzsche’s ideas into Germany with an ultimate goal of reaching the whole world. Hitler’s attempted implementation of his version of a ‘master race’ led to one of the most bloody, horrific, and destructive wars the world has ever encountered. While this statement by Liyong was bold, it held truth. The Second World War was a catalyst for African political freedom and independence. -
The Case of Puno, Peru∗
The Effects of a Bilingual Education Program on Attitudes Towards Quechua: The Case of Puno, Peru∗ Michele Back University of Wisconsin–Madison Abstract Since the arrival of the Spaniards in what is now Peru, the Quechua language has been thought to be a stigmatized language, its use mostly confined to the home and rural com- munity. Education until the 1970s was primarily monolingual in Spanish, with little regard for the country’s indigenous languages. In the late 20th century, two programs—the Exper- imental Bilingual Education Project (PEEB) and its successor, the Intercultural Bilingual Education Program (EBI)—were implemented, with a partial objective of restoring pride in indigenous languages. While the stigmatization of Quechua is a topic of controversy, new data does seem to indicate an increase in positive attitudes towards Quechua in the public sphere. This paper reviews the existing literature on attitudes towards Quechua and implements several Fisher Exact tests on data for these attitudes. 1 The Quechua Language and a Brief History of Bilingual Education in Peru Quechua is one of the primary indigenous languages of Peru, as well as that of several other South American countries. Quechua was spoken in the central coast and highlands of Peru as early as 500 A.D., and reached its apogee in the 14th and 15th centuries, when it became the official language of the Inca Empire (Godenzzi 1997). The arrival of the Spanish in the 16th century introduced the Spanish language to the continent, where it quickly assumed dominance over other languages (ibid). In 1993, only 16.5% of the population indicated Quechua as their mother tongue (Cerr´on-Palomino 2003a; INEI 1993). -
World Geography: Unit 6
World Geography: Unit 6 How did the colonization of Africa shape its political and cultural geography? This instructional task engages students in content related to the following grade-level expectations: • WG.1.4 Use geographic representations to locate the world’s continents, major landforms, major bodies of water and major countries and to solve geographic problems • WG.3.1 Analyze how cooperation, conflict, and self-interest impact the cultural, political, and economic regions of the world and relations between nations Content • WG.4.3 Identify and analyze distinguishing human characteristics of a given place to determine their influence on historical events • WG.4.4 Evaluate the impact of historical events on culture and relationships among groups • WG.6.3 Analyze the distribution of resources and describe their impact on human systems (past, present, and future) In this instructional task, students develop and express claims through discussions and writing which Claims examine the effect of colonization on African development. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How does the history of colonization continue to affect the economic and social aspects of African countries today? (WG.1.4, WG.3.1, WG.4.3, WG.4.4, WG.6.3) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How and why did the How did European What perspectives exist How did colonization Supporting Questions colonization of Africa countries politically on the colonization of impact Africa? begin? divide Africa? Africa? Students will analyze Students will explore Students will analyze Students will examine the origins of the European countries political cartoons on the lingering effects of Tasks colonization in Africa. -
Jamaica in the Tourism Global Value Chain
Jamaica in the Tourism Global Value Chain April 2018 Prepared by Karina Fernandez-Stark and Penny Bamber Contributing researcher: Vivian Couto, Jack Daly and Danny Hamrick Duke Global Value Chains Center, Duke University Global Value Chains Center This research was prepared by the Duke University Global Value Chains Center on behalf of the Organization of American States (OAS). This study is part of the establishment of Small Business Development Centers in the Caribbean. The report is based on both primary and secondary information sources. In addition to interviews with firms operating in the sector and supporting institutions, the report draws on secondary research and information sources. The project report is available at www.gvcc.duke.edu. Acknowledgements The Duke University Global Value Chains Center would like to thank all of the interviewees, who gave generously of their time and expertise, as well as Renee Penco of the Organization of American States (OAS) for her extensive support. The Duke University Global Value Chain Center undertakes client-sponsored research that addresses economic and social development issues for governments, foundations and international organizations. We do this principally by utilizing the global value chain (GVC) framework, created by Founding Director Gary Gereffi, and supplemented by other analytical tools. As a university- based research center, we address clients’ real-world questions with transparency and rigor. www.gvcc.duke.edu. Duke Global Value Chain Center, Duke University © April 2018 -
Jorge Basadre's “Peruvian History of Peru,”
Jorge Basadre’s “Peruvian History of Peru,” or the Poetic Aporia of Historicism Mark Thurner We need a Peruvian history of Peru. By Peruvian history of Peru I mean a history that studies the past of this land from the point of view of the formation of Peru itself. We must insist upon an authentic history ‘of ’ Peru, that is, of Peru as an idea and entity that is born, grows, and develops. The most important personage in Peruvian history is Peru. Jorge Basadre, Meditaciones sobre el destino histórico del Perú Although many gifted historians graced the stage of twentieth-century Peru- vian letters, Jorge Basadre Grohmann (1903 – 1980) was clearly the dominant figure. Today Basadre is universally celebrated as the country’s most sagacious and representative historian, and he is commonly referred to as “our historian of the Republic.” Libraries, avenues, and colleges are named after him. The year 2003 was “The Year of Basadre” in Peru, with nearly every major cultural institution in Lima organizing an event in his honor.1 The National University HAHR editors and the anonymous readers of earlier versions of this article deserve my thanks. Support from the Social Science Research Council, the Fulbright-Hays Program, and the University of Florida is gratefully acknowledged. All translations are mine. 1. There is no systematic work on Basadre, but several Peruvian scholars have reflected upon aspects of his work, and the centennial celebration has prompted the publication of conference proceedings. See Pablo Macera, Conversaciones con Basadre (Lima: Mosca Azul, 1979); Alberto Flores Galindo, “Jorge Basadre o la voluntad de persistir,” Allpanchis 14, no. -
New World Order Neo-Colonialism: a Contextual Comparison of Contemporary China and European Colonization in Africa
New World Order Neo-Colonialism: A Contextual Comparison of Contemporary China and European Colonization in Africa by Osman Antwi-Boateng, Ph.D. Assistant Professor of Political Science and International Relations Department of Political Science, College of Humanities and Social Science United Arab Emirates University, Al Ain [email protected] Abstract This research argues that although past European colonialism of Africa and ongoing Chinese engagement in Africa share similarities in motivation and goals, there are significant differences in strategies. Hence, unlike the direct European colonial control of Africa, China has resorted to indirect modes of engagement such as bilateral trade agreements and investments. Third, externally, China is restrained by a new world order shaped by international norms and institutions that guards statehood and sovereignty. And further, it is argued that internally, China is restrained by its history/identity as a developing country, domestic politics and the lessons learnt from past European colonialism. Thus, China is a neo-colonialist entity devoid of unbridled territorial control and direct political and economic control of African nations. Keywords: Colonialism, Beijing-consensus, neo-colonialism, Sino-Africa, Chinese-soft power, norms. Introduction This research attempts to answer the research question of “how current Chinese engagement with Africa compares with past European colonialism of the continent?” It achieves this via a historical comparison of European colonialism, using the British and French colonial models against the ongoing Chinese engagement in Africa. Thus, a critical assessment of the aforementioned factors, leads to the logical characterization of China’s engagement with Africa as neo-colonialism, devoid of the unbridled territorial control and its attendant direct political and economic control of African countries. -
The Changing Winds of Civilization: the Aboriginal and Sovereignty Between the Desert and the State,” Intersections 10, No
intersections online Volume 10, Number 2 (Spring 2009) Luke Caldwell, “The Changing Winds of Civilization: The Aboriginal and Sovereignty Between the Desert and the State,” intersections 10, no. 2 (2009): 119-149. ABSTRACT The antagonistic relationship between the Australian state and the Aborigines has deep and problematic roots. Beginning with the racist doctrine of terra nullius, I look at how more than two hundred years of legal policies have consistently constructed the Aborigine as a problem that required a state solution. I argue that these policies are predicated on a complete denial of native sovereignty and have increasingly alienated native communities. By refusing to engage with the source of these problems, the state has created significant barriers to native rehabilitation and has hijacked reconciliation efforts to strengthen its hegemony instead of native groups. Rather than solving the “Aboriginal problem”, these state policies have created it by placing Aborigines in an ambiguous political space that functions as a medium for civilizing the native—a process through which the native is killed and reborn in a form that is unproblematic for the state. http://depts.washington.edu/chid/intersections_Spring_2009/Luke_Caldwell_The_Changing_Winds_of_Civilization.pdf © 2009 intersections, Luke Caldwell. This article may not be reposted, reprinted, or included in any print or online publication, website, or blog, without the expressed written consent of intersections and the author 119 intersections Spring 2009 The Changing Winds of Civilization The Aboriginal and Sovereignty Between the Desert and the State By Luke Caldwell University of Washington, Seattle n 1770, Captain James Cook sailed up the eastern coast of what is now I Australia, unfurled a ―Union Jack‖, and claimed half of an inhabited continent under the authority of the British Crown. -
Perspectives in Early Childhood Education: Belize, Brazil, Mexico, El Salvador and Peru Judith Lynne Mcconnell-Farmer, Pamela R
Forum on Public Policy Perspectives in Early Childhood Education: Belize, Brazil, Mexico, El Salvador and Peru Judith Lynne McConnell-Farmer, Pamela R. Cook, and M. W. Farmer. Judith Lynne McConnell-Farmer, Professor, Department of Education, Washburn University Pamela R. Cook, Professor, School of Educational Leadership, Indiana Wesleyan University M. W. Farmer, J.D., Business Consultant & Writer “Children have a right, as expressed in the Universal Declaration of Human Rights and the UN Convention on the Rights of the Child, to receive education, and early childhood education (ECE) must be considered part of this right.” A Global Scenario (June 9, 2012) Introduction Early childhood education (ECE) provision is becoming a growing priority. During the past twenty years, Latin America has shown a growing recognition in the provision of educational programs for young children, birth to age eight, is essential. Urban and rural populations intimated in 2009, that many countries utilizing equitable access to quality early childhood programs is often seen by policy makers as a means of achieving economic and political goals (United Nations, 2012). Unfortunately, a pre-occupation with economic and political goals may conflict with the provision of quality programming for young children. Chavez and McConnell (2000) stated, “Early childhood education in Latin America has been fragmented, and in some places nonexistent. In general, those that are able to afford it place their children in private preschool programs or hire a staff person, servant, or babysitter to provide the daily custodial care for the child”. (p. 159) In a number of Latin American countries provisions for educating young children exist as intent to provide quality services. -
Matses Indian Rainforest Habitat Classification and Mammalian Diversity in Amazonian Peru
Journal of Ethnobiology 20(1): 1-36 Summer 2000 MATSES INDIAN RAINFOREST HABITAT CLASSIFICATION AND MAMMALIAN DIVERSITY IN AMAZONIAN PERU DAVID W. FLECK! Department ofEveilltioll, Ecology, alld Organismal Biology Tile Ohio State University Columbus, Ohio 43210-1293 JOHN D. HARDER Oepartmeut ofEvolution, Ecology, and Organismnl Biology Tile Ohio State University Columbus, Ohio 43210-1293 ABSTRACT.- The Matses Indians of northeastern Peru recognize 47 named rainforest habitat types within the G61vez River drainage basin. By combining named vegetative and geomorphological habitat designations, the Matses can distinguish 178 rainforest habitat types. The biological basis of their habitat classification system was evaluated by documenting vegetative ch<lracteristics and mammalian species composition by plot sampling, trapping, and hunting in habitats near the Matses village of Nuevo San Juan. Highly significant (p<:O.OOI) differences in measured vegetation structure parameters were found among 16 sampled Matses-recognized habitat types. Homogeneity of the distribution of palm species (n=20) over the 16 sampled habitat types was rejected. Captures of small mammals in 10 Matses-rc<:ognized habitats revealed a non-random distribution in species of marsupials (n=6) and small rodents (n=13). Mammal sighlings and signs recorded while hunting with the Matses suggest that some species of mammals have a sufficiently strong preference for certain habitat types so as to make hunting more efficient by concentrating search effort for these species in specific habitat types. Differences in vegetation structure, palm species composition, and occurrence of small mammals demonstrate the ecological relevance of Matses-rccognized habitat types. Key words: Amazonia, habitat classification, mammals, Matses, rainforest. RESUMEN.- Los nalivos Matslis del nordeste del Peru reconacen 47 tipos de habitats de bosque lluvioso dentro de la cuenca del rio Galvez.