EDUCATION AND NATION-BUILDING IN CHILE: THE NINETEENTH-CENTURY CHILEAN EDUCATIONAL SYSTEM AS A MECHANISM FOR SUBALTERNIZATION. Pablo Santibanez-Rodriguez Master of Educational Studies ©, The University of Queensland, Australia. Master of Social Research and Development, Universidad de Concepcion. STRUCTURE 5. Discussion and final comments. 4.Nationbuilding and Chilean Educational System 2.Introduction 1. General overview 3. Exploring the perspective STUDY’S GENERAL OVERVIEW Objective • To dillucidate the role that education played during the XIX century as a mechanism for the construction of the idea of Chile as an nation-state. • To critically reflect about the role of memory an history in the process of subalternization. Methodology • Historical Inquiry • Discourses about formal education developed by the national elites during the period of 1810-1891 Results • The origin of the national elites stablishes the need to clean that “spurious memory” that remember the Indian origins of the Chilean nation. • Official discourses with critical lens allow us to articulate a counter-memory that recognize the “alternative trajectories” and its marginalization 2. INTRODUCTION: CHILE. First migrations. • Diverse Native American groups settled in different places which now we call Chile. • Highlights • Inca and Mapuche war for the central regions. • Cultural and Linguistic diversity. Spanish Invasion • Conquest commanded by Pedro de Valdivia and Francisco de Pizarro. • Mapuche resisted the occupation in what was called the Arauco War. • Creates a frontier in which Spanish recognize the independence of Mapuche. • Create frontier relationships: Mestizaje, commerce and parliaments. Independence and Nation-building. • Declaration of Independence: For now on, we are all Chileans • XIX Century: • First: Symbolic and Cultural. Domination • Second: Armed “Pacificación de la Araucanía” 2. INTRODUCTION: THE ARTICULATION OF “A NATION-STATE”. Political Model: Bourbon restauration (Alberdi). XIX Century Nationalism. • Symbolic matrix of Chilean republicanism. • Centralism. • Authoritarianism • Essentialism and transcendence. • As a closed category, as a descendance. • History/Language. • Nationality = Political Subjectivation. Chilean/Not Chilean. Creole elites Education One NationState. Ideal republicanism. SUBELTARNIZATION AND CHILEAN EDUCATIONAL SYSTEM (XIX CENTURY) Founding fathers of Education Memory Pedagogical models Educational Policy XIX Century Education Past History Dispostifs Subalternization Common Sense Narratives •Knowledge •Nation-State •Political Subjects. •Development Present NEED: AN EFFECTIVE HISTORY OF THE PRESENT Memory • Eurocentrism • Capitalism • Modernity Identity • A narrative about the nation • A narrative about the others Subject • Distribution of the sensible • Citizen/Non Citizen KEY ELEMENTS Past THE ROLE OF EDUCATION Memory THE SACRALIZATION OF THE HISTORY OF EDUCATIONAL SYSTEMS. Present THE CONSEQUENCES ON A COMMON SENSE/ DISTRIBUTION OF THE SENSIBLE 3. EXPLORING THE PERSPECTIVE: HISTORICAL INQUIRY. From Subaltern studies to Studies of subalternization. • Avoid the colonization of locus of enunciation (Mignolo) • Unthink actions of rationalization (Spivak ). History as a strategy (Spivak). • Critique to the constitution of nation as form. • As the tension of knowledge and power. • As a redefinition of politics. Effective History • Practice of counter-memory . • Reflection on the colonial difference. • As a practice of border thinking. 3. EXPLORING THE PERSPECTIVE: METHOD. HISTORICAL INQUIRY INSTITUTIONAL RATIONALE FOUNDING FATHERS. HISTORY BOOKS Civilizati on Laws Customs Public Interests Virtue Law for Educatio n Degenerati on of the nation Social Pact Edu Citizen Developme nt Opinions Customs Feelings THE EDUCATION AS SYMBOLIC-MATRIX FOR NATION-BUILDING. "The education that makes a people happy, and is capable of leading to heroism, is not so much in its intrinsic perfection as in the intimate relationship and harmony with the principles of its government, with the laws and with the public interests to which it is destined the people... Education is important because it can form customs, feelings, opinions, therefore, the virtue of a people. “ Egaña, 1811 LAW FOR EDUCATION "Governments must take care of education and public instruction, as one of the first conditions for a social pact. All states degenerate and perish in proportion to the neglect of education and the customs that sustain it and give firmness to the principles of each government are lacking. In force of this conviction, the law will contract especially to direct the education and the customs in all the stages of the life of the citizen “ Egaña, 1811 "The teacher of the school is destined, if he knows and wants to fulfill his duty, to prepare the happiness of man on earth, is an official whose responsibility is to propagate civilization to all social classes“ Amunátegui and Amunátegui, 1856 Teaching models Chilean=Europe Heritage: Greece and Rome Civilization REFORMERS AND GEOPOLITICS OF KNOWLEDGE. "In 1841 and before the Normal School of Primary Education was founded, I asked the ministry of the branch for authorization to move to Europe in order to inspect the establishments of the same type, believing with this step to obviate the difficulties and mistakes that could occur in practice the theoretical knowledge, unique then that I had for the performance of the functions of director of the Normal School that the Government intended to entrust me“ Sarmiento, 1846 Why this progress of civilization, this desire for social improvements, this thirst for freedom? If we want to know, compare Europe and our fortunate America, with the somber empires of Asia, where despotism weighs its iron hill on collars bent beforehand by ignorance, or with the African hordes, in which man, Just above the brutes is, like them, an article of traffic for their own brothers. Who seized the first sparks of civil liberty in enslaved Europe? Were not the letters? Was not the intellectual heritage of Greece and Rome, claimed, after a long period of darkness, by the human spirit? Bello, 1843 "The descendants of Spaniards and Indians are of such ignorance that they are incapable of everything: lacking in a culture of spirit, of being able to give themselves to the jobs needed for the development of civilization; and in these rich countries, where material life is easy Sarmiento, 1846. …Those who observe with philosophical eyes the history of our struggle with the metropolis will recognize without difficulty that what has made us prevail in it is the Iberian element. The native Spanish constancy has crashed against itself in the infinite constancy of the children of Spain. The country instinct revealed its existence to the American breasts, and reproduced the prodigies of Numancia and Zaragoza. The captains and the veteran lejiones of the transatlantic Iberia were defeated and humiliated by the caudillos and the improvised armies of another young Iberia, which, abjuring the name, retained the indomitable breath of the old one in the defense of their homes … Bello, 1857. "[T]he indigenous races disappear, and will eventually be lost in the colonies of the transatlantic peoples"... "a few naturalized words in upstart languages, and scattered monuments to which curious travelers will ask in vain the name and the signs of the civilization that gave them the being "... the Arabian culture was always an exotic plant in the middle of the triple IberoRoman-Gothic composite“ Bello, 1865 Barbarian/Indian Chileans/Europeans • • • • • • • • • • • Traditions of the forests Stubbornness Indolent Human beasts Savages Non-industry Civilization Social Pact Instruction/Education Christianism Capitalism/Industry BUILDING AN INTERNAL ENEMY: THE BARBARIAN/ THE INDIAN. "South American states that have still alive in their entrails as undigested food wild races or indigenous barbarians who absorbed colonization and stubbornly retain their traditions of the forests, their hatred of civilization, their primitive languages and their habits of indolence and disgust disdainful of dress, grooming, comforts, and the uses of civilized life. “ Sarmiento, 1846. Why deliberately perpetuate in the one the barbarity that wants to be destroyed in the other? Why do the opposite of what nature would advise, which is to instruct the one who must be a teacher of children, since she is destined to be a mother and take with her the germs of civilization to the domestic home? Sarmiento, 1846 “We would like to remove the savages from any social question, for whom we feel, without being able to remedy it, an invincible disgust, and for us Colocolo, Lautaro and Caupolican, despite the noble and civilized clothes that Ercilla wore, are nothing more than Indians disgusting, which we would have hanged, and send to hang now, if reappeared in a War of the Araucanians against Chile, which has nothing to do with that scoundrel” El Progreso,1844 Today ... the indigenous does not appear or make up our political and civil society. We, who call ourselves Americans, are nothing but Europeans born in America ... In America everything that is not European is barbarous: there is no division other than this: 1 The indigenous, that is the savage: 2, The European, that are, we ,who are born in America and speak Spanish, those who believe in Jesus Christ and not Pillan. Alberdi,1846. CIVILIZATION PRODUCTION • • • • • • • • • Knowledge Schools Western Modernity European as Chilean Intelligent workers Factories Workshops Capitalist development CIVILIZATION AND PRODUCTION "The industry does not flourish except in civilized countries ... a stupid and rude people can produce shippers ... human beasts capable of carrying the heaviest bales, or pawns, animated machines capable of certain movements ... but not those intelligent workers to whom primary education communicates strength as well as skill ... The founding of schools is the most effective way for factories and workshops to emerge “ Amunátegui and Amunátegui, 1856 IV. NATION-BUILDING: EDUCATION, INVISIBILIZATION AND SUBALTERNIZATION Eurocentric models: • Enlightenment, modernity and human development. Education as a mechanism for reaffirming the self and building the other. For a common sense, for a nation-state morality. European elaborations Education: Process of subalternization, hegemonic narratives of memory in the present. As a process of invisibilization. Irrationality and barbarism as a disciplinarian tool: Subaltern common senses are marginalized during the process. Knowledge-Development-Political subject. 5. FINAL COMMENTS. EFFECTIVE HISTORIES OF EDUCATIONAL SYSTEMS AS PRACTICES OF COUNTER-MEMORY. • SITUATE ALTERNATIVE VIEWS ABOUT AND EVIDENCE THE DISPOSITIFS ON THE POLITICS OF KNOWLEDGE. THE ROLE OF THIS PERSPECTIVES NOWADAYS: UNTHINKING EDUCATION • Questioning what constitute evidence. • Questioning what constitute quality. • How we operationalize the quality of education. QUESTIONING THE CURRENT CATEGORY OF NATION. • The revival of nationalism • What constitute the nation nowadays? • Who are the new outsiders created to reaffirm who are inside? • How we understand the political subjectivation of those who are situated beyond , of those who are understood as outsiders? 6. REFERENCES. • Amunátegui, M. L., & Amunátegui, G. V. (1856). De la instrucción primaria pública en Chile: lo que es, lo que debería ser. Santiago.: Ministerio de Justicia e Instrucción Pública. Universidad de Chile. • Andersón, B. (1993). Comunidades imaginadas. Reflexiones sobre el origen y la difusión del nacionalismo. Fondo de Cultura Económica. • Beverly, J. (1997). Negotiating with the Disciplines. A conversation on Latin American Subaltern Studies, with James Sanders. Journal of Latin American Cultural Studies,págs 233-257. • Beverly, J. (1999). Subalternity and Representation: Arguments in Cultural Theory. Duke UP. • Bustos, G. (2002). Enfoque subalterno e historia latinoamericana: nación, subalternidad y escritura de la historia en el debate MallonBeverley. Fronteras de la Historia,págs 220-250. • Chakrabarty, D. (2011). Historia de las minorías, Pasados Subalternos. En R. Rodríguez, La (re)vuelta de los estudios subalternos: Una cartografía a (des)tiempo. Ocho Libros Editories. 6. REFERENCES. • Chakrabarty, D. (2012). Una pequeña historia de los Estudios subalternos. En P. Sandoval, Repensando la subalternidad: Miradas críticas desde/ sobre América Latína. Instituto de Estudios Peruanos. • Collier, S. (1977). Ideas y política de la independencia chilena: 18081833. Andres Bello. • De Ramón, A. (2003). Breve Historia de Chile, desde la invasión incaica hasta nuestros días-. Catalonia Ltda. • Duara, P. (1996). Historicizing National Identity or Who Imagines What and When. En G. Eley, & R. Grigor Suny, Becoming National. A Reader. Oxford University Press. • Egaña, J. (1887). Proyecto de constitucion para el Estado de Chile, compuesto por don Juan Egaña miembro de la comisión nombrada con este objeto por el Congreso de 1811 y publicado en 1813 por orden de la Junta de Gobierno. Sesiiones de los Cuerpos Legislativos. Santiago. 6. REFERENCES. • Egaña, M. L. (2000). La educación primaria polular en el siglo XIX en Chile. Una práctica de política estatal. DIBAM. • Góngora, M. (1964). El rasgo utópico en el pensamiento de Juan Egaña. Editorial Universitaria. • Grez Toso, S. (1995). La "cuestión social" en Chile: ideas y debates precursores, 1804-1902. DIBAM. • Guha, R. (1997). Prefacio a los Estudios de la Subalternidad. Escritos sobre la Historia y la Sociedad. En S. Rivera Cusicanqui, & R. Barragán, Debates Post-Coloniales: una introducción a los Estudios de la Subalternidad . Historias-Aruwiyiri-SEPHIS. • Guha, R. (2002). Las voces de la Historia. Editorial Crítica. 6. REFERENCES. • Hobsbawn, E. (2010). Nacionalismo y nacionalidad en América Latina. En P. Sandoval, Repensando la subalternidad. Miradas críticas desde / sobre América Latina. Instituto de Estudios Peruanos. • Lastarria, D. (1872). "La instrucción primaria". Revista de Santiago, pág. 148. • Mignolo, W. (2001). Coloniality of Power and Subalternity. En I. Rodríguez, The Latin American Subaltern Studies Reader. Duke University Press. • Modonesi, M. (2010). Subalternidad,antagonismoy autonomía: marxismos y subjetivación política. .Prometeo Libros. • Rodríguez, R. (2011). La (Re)vuelta de los Estudios Subalternos: Una cartografía a (des)tiempo. Ocho libros editores. • Salazar, G. (1987). Los dilemas históricos de la auto-educación popular en Chile ¿Integración o autonomía relativa? Proposiciones, págs. 84-131. 6. REFERENCES. • • • • • • • • • Salazar, G. (2003). Historia de la acumulación capitalista en Chile. LOM ediciones. Sarmiento, D. (1896). De la educación popular. Buenos Aires. Sarmiento, D. (1896). Los Maestros de Escuela. El Monitor de la Educación Común, págs. 769-775. Sarmiento, D. (2011). Educación Popular. Unipe. Sarmiento, D. F. (1849). De la educación popular.Imprenta de Julio Belin y Compañía. Serrano, S. (1994). Universidad y Nación. Chile en el siglo XIX. Editorial Universitaria. Spivak, G. C. (1985). Estudios de la subalternidad: deconstruyendo la historiografía. En R. Barragán, & S. Rivera Cusicanqui, Debates post coloniales: una introducción a los estudios de la subaltenidad. Editorial Historias. Spivak, G. C. (1998). ¿Puede hablar el sujeto subalterno? Orbis Tertius, págs. 175-235. Subalternos., G. L. (1998). Manifiesto Inaugural. En S. C.-G. Mendieta, Teorías sin disciplina (latinoamericanismo, poscolonialidad y globalización en debate. Miguel Ángel Porrúa.
