UNHOLY PEDAGOGY: LOCAL KNOWLEDGE, INDIGENOUS INTERMEDIARIES, AND THE LESSONS FROM SPANISH COLONIAL LEARNINGSCAPES, 1400—1650 by JOSHUA JACOB FITZGERALD A DISSERTATION Presented to the Department of History and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy June 2019 DISSERTATION APPROVAL PAGE Student: Joshua Jacob Fitzgerald Title: Unholy Pedagogy: Local Knowledge, Indigenous Intermediaries, and the Lessons of Spanish Colonial Learningscapes, 1400—1650. This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of History by: Robert Haskett Chairperson, Advisor Carlos Aguirre Core Member Jeffery Ostler Core Member Stephanie Wood Core Member Brian Klopotek Institutional Representative and Janet Woodruff-Borden Vice Provost and Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2019 ii © 2019 Joshua Jacob Fitzgerald Add Creative Commons info if appropriate iii DISSERTATION ABSTRACT Joshua Jacob Fitzgerald Doctor of Philosophy Department of History June 2019 Title: Unholy Pedagogy: Local Knowledge, Indigenous Intermediaries, and the Lessons from Spanish Colonial Learningscapes, 1400—1650. Mexico’s history of Unholy Pedagogy examines the history of colonial education schooling It argues that Nahua students 350 words iv CURRICULUM VITAE NAME OF AUTHOR: Joshua Jacob Fitzgerald GRADUATE AND UNDERGRADUATE SCHOOLS ATTENDED: University of Oregon, Eugene University of Utah, Salt Lake City Salt Lake Community College, Salt Lake City DEGREES AWARDED: Doctor of Philosophy, History, 2019, University of Oregon Museum Studies Certificate, College of Design, 2018, University of Oregon Master’s, History, 2012, University of Oregon Bachelor’s, History, 2010, University of Utah Associate, General Studies, 2008, Salt Lake Community College AREAS OF SPECIAL INTEREST: The History of Colonial Education in Latin America, the Science of Learning, and the study of educational media from Native Mexican perspectives. Visual and material culture of Central Mexico’s indigenous populations, from Preclassic (2500 BCE) to the Spanish-Colonial Period (1821). Place-Identity Theory, human attachment to places, and spatial studies of learning environments, religious schools, and communities of learning. Human-Animal Studies and inter-species communication, intellectual relations, and the Coyotes in Central Mexican indigenous lore and wildlife science. PROFESSIONAL EXPERIENCE: Early Career Research Fellowship, Jeffery Rubinoff Junior Research Fellowship in Art as a Source of Knowledge, University of Cambridge (Churchill College), *2020–2024. Getty Intern, “Digital Florentine Codex Project,” Getty Research Institute, 2019– 2020. Graduate Teaching Fellow, Department of History, University of Oregon, 2010– 2019. v Collections Historian and Digital Scholar Intern, Graduate Research Fellow, UO Wired Humanities Projects; 2017–2018. Guest Curator and Digital Interactive Specialist “Mesoamerican Mapas,” Graduate Research Fellow for Navigating Knowledge, UO Museum of Natural and Cultural History, 2017–2018. Student Co-Curator: Their Hearts Are in This Land (2017); Lane County Historical Museum, 2017–2018 Collection Historian, Gertrude Bass Warner Collections, Graduate Research Fellow, UO Knight Libraries, 2016–2017. GRANTS, AWARDS, AND HONORS: Foreign Language and Area Studies (FLAS), Intensive Nahuatl Language Study, Utah Nahuatl Language & Culture Program, University of Utah, 2019. FLAS, Intensive Nahuatl Language Study, Utah Nahuatl Language & Culture Program, University of Utah, 2018. Julie and Rocky Dixon Graduate Student Innovation Award, University of Oregon, 2018. Maury A. Bromsen Memorial Short-Term Fellowship, John Carter Brown Library, Brown University, 2017. Richard M. Brown Summer Research Award, History, University of Oregon, 2016. Richard M. Brown Summer Research Award, History, University of Oregon, 2015. Global Oregon Graduate Research Award, Global Studies Institute, University of Oregon, 2014. Graduate Research Support Fellowship, Oregon Humanities Center, University of Oregon, 2014. National Endowment for the Humanities Fellow, Summer Teaching Institute: “Mesoamerica and the Southwest,” 2012. Richard M. Brown Summer Research Award, History, University of Oregon, 2011. vi National Endowment for the Humanities Fellow, Summer Teaching Institute: “Spotlight on Oaxaca!” 2011. Departmental Scholarship, History, University of Utah, 2009. Gregory C. Crampton Scholarship, University of Utah, 2008. PUBLICATIONS: “Partitioning Schools: Federal Vocational Policy, Tracking, and the Rise of Twentieth-Century Dogmas,” with Michael Their and Paul Beach; and “Cutting-Edge (and Dull) Paths Forward: Accountability and Career and Technical Education under the Every Student Succeeds Act,” with Their, Beach, and Christine Pitts. In Educating a Working Society: Vocationalism, the Smith-Hughes Act, and Modern America, edited by Glenn Lauzon, Organization of Educational Historians, Information Age Publishing, 2018 (978-1-64113-441-5) “Mistaken Places: Mesoamerican Meaning in the Sixteenth-Century Catholic Courtyards of Mexico.” In Place Meaning and Attachment: Authenticity, Heritage and Preservation, edited by Dak Kopec and AnnaMarie Bliss, Routledge (TBD, 2021) Work in Progress: Journal Article: “Coyote Wisdom from the Florentine Codex: A Persistent Memory of Human-Animal Reciprocity in the Sixteenth Century” (working title). Journal Article: “Regarding the Roses of Huexotzinco: Castillanxochitl in Context and Early-Colonial Social Networks at Death” (Working title). Translation/Transcription with Commentary: “The Counted Dead: A Transcription and Translation if Huexotzinco’s Nahuatl Difuntos, 1582 to 1632” (working title). vii ACKNOWLEDGMENTS It is with deepest gratitude that I would like to thank the community of scholars, colleagues, friends, and family that helped to produce the manuscript before you. First, I praise my advisor Robert Haskett. Before this dissertation was a draft, it was an undercooked thought, one full of interpretations of Nahuatl texts that would have made his infamous advisor at UCLA quip, “That’s very ingenious, Bob.” When the draft was in its final stages, it was Dr. Haskett’s tireless tinkering, especially line-by-line edits and careful commentary, that helped craft some sense into these pages. Bob, I feel that I will always be a student sitting in your classroom stunned by the inexhaustible stream of handwritten texts, indigenous pictorials, and popular culture references that tend to infect your lessons. Thank you! I am also deeply indebted to my dissertation committee members Stephanie Wood, Carlos Aguirre, Jeffrey Ostler, and Brian Klopotek. Thank you, Julia Simic, my favorite metadata guru, for training me in digital curation and data management. To Deni Ruggeri, thank you for helping me understand place-identity. I also thank the thoughtful discussions I have had along the way to this point with the UO Department of History’s faculty: Lyndsey Braun, Linni Mazurek, Andrew Goble, Alex Dracobly, Julie Hessler, Ian McNealy, Daniel Pope, Marsha Weisiger, Lisa Wolverton, and Rueben Zahler. Thank you, Rebecca Horn, for encouraging me to continue to study Nahuatl and pursue graduate school. Muchísimas gracias, Maestra Lidia Gómez García. No habría terminado a mis investigaciones sin tu apoyo durante los años 2011-2015, y gracias por la invitación para utilizar el archivo de Luis Reyes García. También, un gran abrazo a mi familia Cholula: Edmundo, Bilhá, Adrian, and Eliu. My warmest regards go out to: Linda Arnold, Susan M. Deeds, Tracey Goode, Cynthia Radding, Mark Lentz, Tatiana Seijas, Ken Ward, Agnieszka Brylak, viii Susan Schroeder, John Chuchiak, Dana Velasco Murillo, Jonathon Truitt, Amara Solari, Owen Jones, Walter Brem, Alison Caplan, Adrian Masters, Christopher Albi, Samantha Billings, Laurent Corbeil, George Scheper, Laraine Fletcher, John Pohl, Karl Taube, Eloise Quiñones Keber, Alan Sandstrom, Kelly Hays-Gilpin, the indomitable Stephen Lekson, the resolute Ronald Spores, Marten Jansen, Bas van Doesburg, Bertha Flores, Mark Lentz, Lauren McCord, William T. Gassaway, Joseph Lenti, Alcira Dueñas, Nina Berson, and Richard Perry. Tlazcamati miac notequixpohuan pan Utah Nahuatl Language and Culture Program with the Center for Latin American Studies, especially John Sullivan, Eduardo de la Cruz Cruz, Abelardo de la Cruz, Bety de la Cruz, Justyna Olko, and the program staff. This research would not be possible without funding and support for research in the humanities and the colonial studies. I am especially thankful to the Oregon Humanities Center, the Global Studies Institute and Global Oregon Research, the UO Department of History Richard M. Brown Award, the National Endowment for the Humanities, Maury A. Bromson Fellowship from the John Carter Brown Library, Julie and Rocky Dixon Graduate Student Innovation Award, and several travel grants from the UO Department of History, the American Society of Ethnohistory, and the Rocky Mountain Council for Latin American Studies. To my family and friends, thank you for your support over the years. Thank you, Connie and Eric Gardner, Kevin and Nancy Fitzgerald, Sylvia Larson, and my brilliant family. To my Navajo (Diné) uncles, cousins, and aunts, thank you for being a part of my life. You are why I do this. Mom and Dad, you bankrolled my education,