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Decolonizing the Caribbean Borderlands: the Haitian Revolution in Contemporary Latina/O Cultural Production

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Decolonizing the Caribbean Borderlands: the Haitian Revolution in Contemporary Latina/O Cultural Production DECOLONIZING THE CARIBBEAN BORDERLANDS: THE HAITIAN REVOLUTION IN CONTEMPORARY LATINA/O CULTURAL PRODUCTION John D. Ribó A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English and Comparative Literature. Chapel Hill 2015 Approved by: María DeGuzmán Dominique Fisher Juan Carlos González Espitia Tanya Shields Ariana Vigil ©2015 John D. Ribó ALL RIGHTS RESERVED ii ABSTRACT John D. Ribó: Decolonizing the Caribbean Borderlands: The Haitian Revolution in Contemporary Latina/o Cultural Production (Under the direction of María DeGuzmán) In the last two decades scholars across a number of disciplines have demonstrated that the Haitian Revolution shapes our contemporary world in fundamental ways. Re-inscribing the events of Saint-Domingue between 1791-1804 into world history, philosophy, political science, and critical race, ethnic, literary, and cultural studies radically alters understandings of the early Atlantic world, of the age of revolutions, and of the origins of some of the most foundational ideas and ideals of contemporary globalized society such as freedom, equality, and human rights. Yet few scholars in Latina/o Studies have sought to trace the importance of Haiti and the Haitian Revolution in contemporary Latina/o cultural production. By bringing border thinking generated on the US-Mexico border into dialogue with scholarship on the silencing of Haiti and the Haitian Revolution, this dissertation un-silences the Caribbean borderlands exploring coloniality’s layered, fractal frontiers that connect Haiti, the Dominican Republic, Cuba, Puerto Rico, and the United States in order to bridge borders, unsettle entrenched nationalisms, and radically reorient the maps and timelines of contemporary hemispheric studies of the Americas. iii “Para los que ya no están, para los que están, y los que vienen.” René Pérez Joglar iv ACKNOWLEDGMENTS I would like to acknowledge some of the people who have helped me on the long path to completing this dissertation. A whole community including my teachers, my professors, my colleagues, my committee members, my director, my family, my friends, and my partner got me here. Thank you. Though it seems like forever ago, two of my teachers from Lake Highlands High School in Dallas, Texas taught me invaluable lessons I remember to this day. Mr. Patton showed me that being kind and enjoying life, company, and conversation are perhaps the first steps towards learning from literature and from other human beings. Dr. Buchanan taught me that sometimes the oddest, most easily overlooked facts reveal illuminating insights about the past. At the University of Texas at Austin, I had many wonderful professors who encouraged, inspired, and guided me. Dr. Barbara Goff showed me the common thread of human tragedy running from Sophocles to Athol Fugard, from Euripides to Wole Soyinka. Dr. Elizabeth Hedrick opened my eyes to the revelatory and deceptive power of re-fashioning oneself through autobiographical writing. Dr. Elizabeth Richmond-Garza introduced me to post-colonial studies, modeled what it means to infuse scholarship and teaching with the wonderful idiosyncrasies of one’s unique personality, and demonstrated that the gothic and other popular genres constitute rich fields for academic investigation. Dr. Thomas Vessely provided me with a dynamic model for scholarship connecting history, literature, science, religion, and philosophy. Dr. Vance Holloway introduced me to the twentieth century vanguard movements supplying me with an academic outlet for my youthful rebelliousness. Finally Dr. Virginia Higginbotham directed my v undergraduate honors thesis patiently and steadily guiding me with good will, kindness, and humor through English translations of French and Spanish Surrealist poetry. One of the key factors for me in deciding to attend the University of North Carolina- Chapel Hill was the camaraderie I observed amongst graduate students and faculty on my campus visit. From that very first time I came to Chapel Hill, my friend Michael Rulon welcomed me with his characteristic warmth and sarcastic humor. Jonathan Risner also served as an important touchstone for me during our time together in graduate school; our numerous conversations over the years helped me think more clearly as a comparatist working at the intersections of Latina/o and Latin American Studies. Gale Greenlee and Becka Garonzick founded the Literature of the Americas Working Group, which connected me with other wonderful graduate students like Sarah Workman, María Obando, Rachel Norman, and Susan Thananopavarn, all of whom are undertaking exciting research that deploys novel, hemispheric approaches to ethnic and critical race studies in literature. The Literature of the Americas working group read early drafts of portions of this dissertation and provided important feedback that honed my arguments and advanced my thinking. Sarah Workman and Dr. María DeGuzmán established the Hispano-, Latin American-, Latina/o-Jewish Cultural Production Working Group, which connects graduate students and faculty from UNC-Chapel Hill, Wake Forest University, and Duke University. The Latina/o-Jewish Working Group also read portions of this dissertation in its early stages and provided crucial advice that improved my work. I am especially indebted to the insightful suggestions that Dr. Rosa Perelmuter, Dr. Ariana Vigil, and Dr. Jessica Boon generously provided. Moving to North Carolina gave me a crash course in the diverse and dynamic range of Latina/o experiences in the New South; and my work as graduate assistant to UNC’s Program in vi Latina/o Studies under the direction of Dr. María DeGuzmán plugged me into a network of leaders transforming the university and the community to reflect North Carolina’s changing demographics. Professor Mario Marzan from UNC’s Art Department invited me to co-curate with him the first Latina/o group art exhibit in North Carolina. Ron Bilbao organized undergraduate students to call for the establishment of the first Latina/o Center at UNC. Executive Vice Provost Ron Strauss gave me the opportunity to pitch to Provost Bernadette Gray-Little the center that Ron Bilbao envisioned and that a committee of dedicated faculty, staff, and students developed into the proposal for the Carolina Latina/o Collaborative (CLC). Provost Grey-Little approved the proposal, and I was lucky enough to work with the CLC’s Assistant Director Josmell Pérez, its Undergraduate Assistant Ron Bilbao, Associate Professor of Journalism Paul Cuadros, Dr. DeGuzmán, and a staff of undergraduate students to launch the CLC and run its daily operations in its first years. Amongst the many wonderful students who worked with me there, Theresa Flores and Natalie Borrego in particular went above and beyond to make the CLC a success. I am very thankful for these opportunities I have been given, proud of the work we accomplished together, and happy to have been a part of this Latina/o community. At UNC-Chapel Hill, I have been privileged to learn from so many professors. Dr. Glynis Cowell, Dr. Hannelore Jarausch, and Dr. Jordynn Jack taught me to teach. Dr. Diane Leonard showed me how to make the library my own. In addition to giving achingly beautiful lectures, Dr. Eric Downing taught me how to take research from an idea, to an abstract, to a conference paper. Dr. Stuart Day encouraged me to attend my first conference, helped me at each step of the process, and even rounded up a crowd of scholars for the audience. Dr. Martine Antle gave me my first opportunity to teach film and languages across the curriculum. Dr. Sandy Darity and Dr. vii Jay García introduced me to the work of Paul Gilroy and to the man himself. Dr. Lawrence Grossberg gave me his wonderfully personal take on the history, ethics, and practice of Cultural Studies. Dr. Oswaldo Estrada taught me how to write a book review and how to lead a working group. Dr. Matthew Taylor and Dr. Megan Matchinske guided me successfully through the labyrinthine process of the academic job market, performing admirably in complicated roles equal parts cheerleader, strategist, therapist, and editor. Dr. Ruth Salvaggio generously shared her time to discuss poetry, music, the Caribbean, and New Orleans. And Dr. Ashley Lucas shone with positivity unequaled in my experience, imparting a lasting lesson on the power of optimism, creativity, and solidarity. Dr. Antonio Viego at Duke University gave me my first opportunity to study Cuban- American literature at a university; the experience was transformative. His course began a process of critical self-analysis and introspection that has validated and elucidated my lived experience and empowered my scholarship ever since. Dr. Viego also provided the central idea for my MA thesis and introduced me to the rich possibilities for teaching and scholarship in Latina/o Studies and beyond. I have also enjoyed the opportunity to assist professors teaching courses at UNC-Chapel Hill, each of whom have offered unique models for teaching literature, film, and culture in engaging, exciting ways. Dr. Jessica Wolfe brought classic epic alive through masterful, sweeping storytelling. With humor, candor, and insight Dr. Todd Taylor unpacked the rhetoric and artifice of popular cinema. Dr. Gregg Flaxman challenged students to follow an ambitious intellectual route connecting Europe, Africa, and the Americas through legends of cannibalism and the folds of the Baroque. Dr. Rick Warner and Dr. Sam Amago brought the cineclub to the university expanding not only the canon of Comparative Literature but also the limitations of the viii typical classroom in response to the increasingly visual nature of contemporary popular cultural production. I would like to offer special thanks to the members of my dissertation committee who have been essential to this project and to whom I am greatly indebted. Dr. Tanya Shields provided encouragement and support at key moments in the long process of defending my prospectus, starting my research, and finishing my dissertation.
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