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Nation-Building on San Andrés and Providence Islands, 1886-1930

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Nation-Building on San Andrés and Providence Islands, 1886-1930 ‘UNDER THE COLOMBIAN FLAG’: NATION-BUILDING ON SAN ANDRÉS AND PROVIDENCE ISLANDS, 1886-1930 by Sharika DeShawn Crawford Bachelor of Arts, Kalamazoo College, 2000 Masters of Arts, University of California at Los Angeles, 2001 Submitted to the Graduate Faculty of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2009 UNIVERSITY OF PITTSBURGH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Sharika DeShawn Crawford It was defended on April 22, 2009 and approved by Jerome Branche, Associate Professor, Hispanic Languages and Literature Alejandro de la Fuente, Professor, History Lara Putnam, Associate Professor, History Dissertation Advisor: George Reid Andrews, Distinguished Professor, History ii Copyright © by Sharika DeShawn Crawford 2009 iii ‘UNDER THE COLOMBIAN FLAG’: NATION-BUILDING ON SAN ANDRÉS AND PROVIDENCE ISLANDS, 1886-1930 Sharika DeShawn Crawford, PhD University of Pittsburgh, 2009 Under the Colombian Flag examines the Colombian state‘s efforts to incorporate the Afro- Caribbean English-speaking Protestant islanders of San Andrés and Providence into the Spanish- speaking Catholic nation. The project analyzes how those cultural struggles and political negotiations shaped the Colombian nation-building process. I illustrate how Colombian political elites largely spoke of islanders‘ ethnic differences in terms of cultural attributes such as language, religion, and customs. In their minds, these characteristics were malleable. The Colombian nation-builders‘ project thus ignored North American and European pseudo-scientific understandings of race in order to incorporate ethnically and racially diverse populations into their homogenizing agenda, which promoted the Spanish language, Hispanic culture, Roman Catholicism, gendered notions of morality, and racial views of health and modernity. San Andrés and Providence islanders had a different understanding of racial and national identities. They tended to formulate their Colombian identity in terms of loyalty, reciprocity, and rights. My work contributes to the growing body of historical scholarship on race and nation-building in Latin America and the Caribbean as well as scholarship investigating the experiences of black communities in the Atlantic world. iv TABLE OF CONTENTS ACKNOWLEDGMENTS ........................................................................................................ VII ABBREVIATIONS ................................................................................................................... XII 1.0 INTRODUCTION ........................................................................................................ 1 1.2 AFRO-COLOMBIAN HISTORIOGRAPHY................................................... 7 1.3 SOURCES AND METHODS ........................................................................... 11 2.0 A PORTRAIT OF SAN ANDRÉS AND PROVIDENCE ISLANDS .................... 16 2.1 PURITAN COLONIZATION OF PROVIDENCE ISLAND, 1630-1641 .... 16 2.2 THE RESETTLEMENT OF SAN ANDRÉS AND PROVIDENCE ISLANDS ............................................................................................................................. 20 2.3 ENGLISH SUBJECTS UNDER SPANISH RULE ........................................ 23 2.4 FROM SPANISH SUBJECTS TO GRAN COLOMBIANS ......................... 28 2.5 THE END OF SLAVERY ................................................................................. 32 2.6 FROM COTTON TO COCONUTS ................................................................ 35 2.7 SOCIAL RELATIONS ON SAN ANDRÉS AND PROVIDENCE .............. 41 2.8 CONCLUSION .................................................................................................. 46 3.0 THE PROVINCE OF PROVIDENCE, 1887-1912 ..................................................... 48 3.1 DEPARTMENTAL RULE ...................................................................................... 49 3.2 FEDERAL INTERVENTION .......................................................................... 59 v 3.3 ELITE MOBILIZATION ................................................................................. 67 3.4 REPERCUSSIONS ............................................................................................ 73 3.5 CONCLUSION .................................................................................................. 83 4.0 THE INTENDANCY, 1913-1930 .............................................................................. 85 4.1 THE NATIONAL AGENDA ............................................................................ 86 4.2 THE COCONUT CRISIS ................................................................................. 96 4.3 POWER STRUGGLES ................................................................................... 103 4.4 SUBJECTS OR CITIZENS? .......................................................................... 112 5.0 THE CULTURAL INCORPORATION OF THE ISLANDS, 1913-1930 .......... 118 5.1 THE CHALLENGE ........................................................................................ 118 5.2 THE CATHOLIC MISSION .......................................................................... 124 5.3 EDUCATION ................................................................................................... 142 5.4 CONCLUSION ................................................................................................ 152 CONCLUSION ......................................................................................................................... 155 BIBLIOGRAPHY ..................................................................................................................... 165 vi ACKNOWLEDGMENTS The completion of this dissertation would not have been possible without the financial support, academic advice, and loving guidance of those most dear to me. I am honored to acknowledge them. I begin by thanking my amazing dissertation committee, who offered me insightful advice and steady encouragement throughout this process. Even at the most challenging moments, I always felt their support. Professor Reid Andrews, my advisor, has worked with me from my earliest days as a graduate student, challenging my thinking and working to make me a better writer and scholar. Over the years, our relationship has grown into a mentorship—a word Reid initially would not accept. I hope he accepts it now. Alejandro de la Fuente and Lara Putnam always provided me with fresh new perspectives and found alternative ways to assist me during moments of frustration. I warmly recall hammering out ideas in Alejandro‘s favorite campus coffee shop and long-distance telephone calls with Lara to discuss difficult sections of the dissertation. Their professionalism and, more importantly, work ethic inspired me to work harder and produce better material. I also am very appreciative of Jerome Branche, who willingly accepted my late-hour invitation to join the dissertation committee. His critical eye will help me think beyond the dissertation and to the eventual book manuscript. My ―dream team‖ has been amazing. vii As a graduate student, I made important friendships that sustained me in those early years. I made long-lasting friendships with Eric Kimball, Robert Henderson, Johnathan White, and Patricia Pugh Mitchell. We discussed politics, culture, and explored the ins and outs of Pittsburgh—a city I absolutely adore. Although we represent different fields and subspecialties, I know that our friendships extend beyond the confines of our graduate school experience. I also benefited from the camaraderie of several of my history colleagues. Some are gone and embarked on careers and others are still in the struggle. I thank Tania Boster, Betsy Konefal, Ellie Walsh, Kavin Paulraj, Bayete Henderson, and Jillean McCommons. In addition to my History Department colleagues, I also became good friends with Dawn Duke and Pilar Melgarejo of the Hispanic Languages and Literatures Department. Pilar considered me an honorary Colombian and I enjoyed our discussions about Colombian politics, race, as well as love and life. Dawn is my inspiration. Molly Estes, our graduate secretary, made me feel more at home in those first years at Pitt. She is a true gem as are her office mates: Grace Tomcho, Kathy Gibson, and Patty Landon. I also give a deep thank you to my UCLA buddy and dear friend Kari Zimmerman, who makes me want to be a more sophisticated historian and person. During my short and long research trips, I am eternally grateful to four very different Colombians who have become an extended family to me. My life in Bogotá would never have been quite as enjoyable or insightful without the close friendship I formed with Andrés Mesa Hernández and Felipe La Verde. Andrés and I became fast friends—we are ―kindred spirits,‖ as my favorite heroine Anne Shirley of Green Gables always said. He extended his sincere friendship and we both learned a lot from each other. Andrés introduced me to Felipe, who served as another ―brother.‖ They both were determined that I learn and love Colombia as much as they did. Andrés and Felipe were also great Spanish teachers who informed of the ins and outs viii of the language. I am not sure either of them will ever know how much I appreciate our friendship which goes beyond national borders. They are the brothers that I never had. In Cartagena, I am happy that Milena Rhenals and Francisco Bolívar befriended me. I enjoyed our talks at the Archivo
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