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Being Chamorro in an American Colony

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Being Chamorro in an American Colony (RE)SEARCHING IDENTITY: BEING CHAMORRO IN AN AMERICAN COLONY A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN POLITICAL SCIENCE AUGUST 2012 By Mary Therese F. Cruz Dissertation Committee: Neal Milner, Chairperson Michael Shapiro Noenoe Silva David Hanlon Julie Kaomea ii © Copyright by Mary Therese F. Cruz, 2011 All rights reserved iii DEDICATION To my parents, Samuel and Dorothy Cruz. They have been a source of strength in my life. They taught me the value of education, the possibility of dreams, and the power of love. I have been blessed, and for this I dedicate this dream to them. iv ACKNOWLEDGEMENTS Writing is a personal search that requires the commitment of not only the writer but a community. Together we embarked on this search that led us through the memories of a place I call home. The search is complete, for now, and the community deserves endless thank yous. My first thank you belongs to my professor and advisor, Neal Milner, who patiently guided me on my search. Your support allowed me to keep searching. I would also like to thank my committee, Michael Shapiro, Noenoe Silva, David Hanlon, and Julie Kaomea. Your work, your teaching, and your support inspired me to embark on this search. This search would not have been possible without the wisdom of those who possess a far greater understanding of what it means to be Chamoru. I would like to thank those whose memories were part of my search. My gratitude goes to my grandparents, Maria & Joaquin Flores and Enrique, Felicidad and Tomasa Cruz who helped to shape my memories of Guam. To those who must remain nameless because of the constraints of research, thank you for sharing your stories with me. I am honored that you have allowed me to share them with everyone. And to the generation of World War II survivors, thank you for sharing your memories with us. Your memories have helped pave the future of our home. I am grateful to the many colleagues that have supported my work. Dr. Richard Matheny, thank you for being a star professor and mentor. You gave me the opportunity to share my passion with Guam’s future teachers, doctors, lawyers, entrepreneurs, and leaders. Dr. Michael Stoil, thank you for your insights and interest in this project. You v bring a fresh perspective to politics. Julian Aguon, thank you for reminding me that there is beauty amidst the challenges of the world. I would also like to thank my colleagues at the University of Hawaii at Manoa and the University of Guam for supporting me on this search. I would like to thank my students for challenging me to not only dream but to dream big. Jeffrey Manibusan, thank you for helping me to see that brilliance is made sweeter with a generous helping of humor. Carissa Pangelinan and Sheen Dorosan, thank you for being part of my search for knowledge. Austin Duenas, Amanda Shelton, Nicole Cruz, Jonathan Padios, and Janna Fernandez thank you for allowing me to push the limits of thinking with you. The best ideas come from the best students and friends. I am deeply grateful to all my students for their inquisitiveness and for allowing me to awaken the curiosity in their minds. I hope that I have influenced your lives as much as you’ve influenced mine. Friendship is a gift from those who have made a lasting mark in your life. Marianne Merki, thank you for your friendship. You have helped me to see purpose in my academic work even across thousands of miles of ocean. Wallace Napier and Eugene Alexander, thank you for being part of our family away from home. It is an honor to call you my friends. I owe my deepest gratitude to my family who by association unknowingly embarked on this search with me and yet unselfishly supported me through it. To my mom and dad, Samuel and Dorothy Cruz, thank you for your unending sacrifices and selfless dedication to our family. You have always been my source of strength, my model of love, and my biggest fans. To my sister, Felicity Cruz Grandjean, thank you for vi fueling my desire to always strive harder and do better. Our sisterhood transcends our distance. To my Mesngon family, words cannot express the thanks and love I have for all of you. Family is where the soul truly thrives. To my Duenas, Cruz, Limtiaco, Alig, Calvo and Flores families, thank you for helping to form the roots that have helped me to grow. To my love, Joseph Mesngon, thank you for being my best friend. The passion and confidence you have in me give me a reason to keep on this search. Thank you for sharing this roller coaster ride with me. To my best gift, Josiah, I dreamed this dream for you. I have been blessed to be so loved. Thank you all! vii ABSTRACT Identity has emerged at the core of many political and social debates among indigenous communities. Identity is socially constructed, carried in language, expressed in mundane routine, liable to revision and routinely contested. The way in which we understand different groups within our political interactions is changing, resulting in a change in the way these groups understand and define themselves within their communities and to others. Therefore, it is important that we reexamine the notion of identity in light of this constantly changing nature of political studies. In 1944, American military forces landed on Guam to (re)capture the island after it was invaded by the Japanese. The American military, then, secured control of the island and began rehabilitation efforts that eventually led to the construction of large military bases that would facilitate the continued occupation of Guam by Americans. Since WWII, Chamorus have confronted the many drastic political, social, and cultural changes that came with this period of Americanization, modernization, and globalization. Chamorus were forced to contend with the melding of two cultures in the midst of a drastically changing world; and Chamoru identity, inevitably, became implicated in these changes brought on by American colonialism. This project examines the emergence of Chamoru identity on Guam as Chamorus continued to negotiate their place within the context of American rule. This project further (re)searches Chamoru identity as it has been re-imagined since the “liberation” of the island through the use of historical texts, social and cultural symbols of identity, and Chamoru narratives. It critically examines the extent to which Guam’s American colonizer helped shape Chamoru identity as well as the role that Chamorus played in the viii negotiation of their identities. While identity tends to be analyzed in terms of psychological and social motives, this project instead looks at the historical and political impetus through which identity becomes re-imagined. This suggests that, in the negotiation between power and agency, a Chamorro identity was formed and then internalized, maintained, and deployed in the colonial context by both the American colonizer and the colonized Chamoru to facilitate the continued domination of the island and its people. ix TABLE OF CONTENTS DEDICATION.................................................................................................................. iii ACKNOWLEDGEMENTS ............................................................................................ iv ABSTRACT ..................................................................................................................... vii CHAPTER 1. INTRODUCTION .................................................................................... 1 The Emergence of an Identity ....................................................................................... 2 The Politics of Identity ................................................................................................. 11 History as a Narrative of Memory ............................................................................... 17 The Imagined Community and the Imagined Subject? .............................................. 19 Situating Identity (Re)Search on Guam ...................................................................... 21 CHAPTER 2. WORLD WAR II—THE TURNING POINT ..................................... 35 Looking at Yesterday to Make Sense of Today ........................................................... 35 From One War to Another........................................................................................... 38 Guam in WWII ............................................................................................................. 44 The “Liberation” of Guam .......................................................................................... 56 Rehabilitating the “Grateful” Chamoru ..................................................................... 58 CHAPTER 3. CREATING THE CHAMORRO ......................................................... 61 Creating the Chamorro by Re-creating Chamorus .................................................... 65 The Move Toward Citizenship ..................................................................................... 68 The Organic Act of Guam ........................................................................................... 74 We are Americans or are We? ..................................................................................... 78 CHAPTER 4. EDUCATING THE CHAMORU—THE IMPACT OF AMERICAN EDUCATION THE COLONIAL PROJECT .............................................................. 80 Education Before the War ..........................................................................................
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