Showing posts with label colonialism. Show all posts
Showing posts with label colonialism. Show all posts

Sunday, October 30, 2016

Book Review: An American Genocide: The United States and the California Indian Catastrophe, 1846-1873 (The Lamar Series in Western History)

Buy this book for your Library
An American Genocide: The United States and the California Indian Catastrophe, 1846-1873 (The Lamar Series in Western History)by Benjamin Madley is a book that should be in every library in the US.  This book covers an essential history that has heretofore been neglected save for a few works such as Murder State.

  • Series: The Lamar Series in Western History
  • Hardcover: 712 pages
  • Publisher: Yale University Press (May 24, 2016)
  • Language: English
  • ISBN-10: 0300181361
  • ISBN-13: 978-0300181364
  • Product Dimensions: 6.1 x 1.8 x 9.2 inches

The book covers the history of the genocide of Indigenous peoples in the state of California from 1846-1873.  During this time, the book traces the beginnings of the genocide from scattered massacres to full scale state and federally sponsored militia and military massacre campaigns.  The sheer brutality and callousness against the indigenous people of California is stunning and hard to read.
CA Indian Population 1845-1880 Genocide in Numbers
This book shows how the pattern of forcing Indians from their home hunting grounds and by the removal of game due to large numbers of immigrants--beginning during the Gold Rush.  The indians then could not feed themselves, so they stole cattle from White ranchers.  The White ranchers would then raise a posse, or a militia force to go "teach the indians a lesson."  The lesson would entail murdering every man, woman and child of the first indigenous village happened upon.  No matter if they were 'guilty' or not.

Vigilantes were supported by the local government and the state. 
 The combination of vigilante massacres with state sponsored militia killing campaigns and the military murder expeditions was lethal and decimated the Californian Indian population.  The Indians had nowhere to hide except high in the mountains, where there was little food.  This forced them to steal from White people, which led to more murder expeditions against them.  It was a cycle that was lethal and effective in 'eradicating' the indigenous people of California.

If you were lucky enough to survive a massacre, you would not have any food, clothing or shelter to help you live.  Many survivors died from exposure or starvation.  As I was reading this, I thought of Ishi--his story is heartbreaking.  You can read about it here: http://history.library.ucsf.edu/ishi.html.

The brutality of the immigrants is mind-boggling. 
The killing was relentless.  The Indians sometimes fought back and killed whites, which raised even more ire and retribution.  The murder unmerciful and was encouraged by California Newspapers.  These papers called for total annihilation of all Californian Indians.  

Slow death at the  reservation.
You may be thinking, "Why didn't the Indians just go to a reservation.  When Indians fled to reservations starved the Indians.  They didn't provide the promised supplies.  Many starved to death. 


This brought about the horrible choice of leaving the reservation and facing:

Enforced slavery.  There were vagrancy laws that stated an Indian had to prove they were not in debt to someone.  This entailed the possession of a certificate that stated they were not in debt.  If the Indian could not prove this, then they were arrested and put up for auction.  They were sold to someone for a period of time, usually years.  During this time they were charged for food and clothes and were never paid enough money to pay off this debt.  Therefore, they could never get their certificate of no debt.  They would be stuck in perpetual slavery.



Or

Being tracked down and murdered by a posse of citizens or a state sponsored militia.  After a theft, they would hunt down and kill any Indian they encountered.  They used this as a chance for "pedagogical violence."  Violence that would teach anyone who heard about it that they should not steal from White people or they would face utter annihilation or slavery.  They often collected scalps and brought them back as souvenirs.  Some local country stores had Indian scalps nailed to their walls well into the 20th century.


The state paid well for militiamen to track down and murder Indians in CA.  They they sought reimbursement from the the federal government.  The federal government paid for the genocide of California Indians and it paid well.  This pay, in itself, was a reason to form a militia and make some money.
State sponsored Genocide in CA.

Sometimes the children and women were kept alive, but sold into the california slave system.  Women were sold into sexual slavery and other forms of bondage.  Children were often sold to estates where they remained the rest of their lives as chattel.



Some Indians turned to gold mining when their territories were impinged upon. Once there was an influx of White immigrants into CA though, there wasn't enough for everyone and the White miners simply murdered the Indian miners and claim jumped their claims.

There is a timeline at the end of the book that tracks the murder of indigenous people in CA according to state historical record that includes body counts.  This is the most well-researched and comprehensive information on this subject to date.

US genocide has yet to be covered in any manner similar to the Holocaust in Europe.  The time is coming though.  The cat is out of the bag.

Other important books on this subject:

Churchill, W., & Mazal Holocaust Collection. (1997). A little matter of genocide: Holocaust and denial in the Americas, 1492 to the present. San Francisco: City Lights Books.

Lindsay, B. C. (2015). Murder state: California's native american genocide 1846-1873. Place of publication not identified: Univ Of Nebraska Press.

Stannard, D. E. (1992). American holocaust: Columbus and the conquest of the New World. New York: Oxford University Press.

Thursday, October 13, 2016

Culture and Information Literacy Video

This is a video I created (with help from the school's video production team) for my introductory Information Literacy class. It was meant to broach the subject of Culture and Information Literacy. It can be used to generate a discussion or as a reflection writing assignment catalyst. I would LOVE feedback on this please.

Monday, September 5, 2016

Book Review: The Other Slavery


The Other Slavery:  The Uncovered Story of Indian Enslavement In America by Andrés Reséndez is an important book that you will want to add to your library collection.

Cover hsa a photo of the Arizona Desert
Hardcover: 448 pages
Publisher: Houghton Mifflin Harcourt (April 12, 2016)
Language: English
ISBN-10: 0547640986
ISBN-13: 978-0547640983
Product Dimensions: 6 x 1.5 x 9 inches
It is important in several areas:
  • History
  • Economics
  • Law
  • Political Science
It sheds new light on so many areas. It shook my understanding and revitalized my resolve to learn as much as possible about the history of our country and of the genocide that took place and in many ways is still taking place against indigenous people.  For instance, I had no idea that smallpox did not hit the Caribbean until a full 26 years after Columbus' invasion.  This gives new light to the claim that the majority of these Indians died from disease.  These people were murdered or worked to death.

The book covers the rape of the Caribbean and how, once the local population was exhausted, the need for more slaves drove the Spanish to raid nearby lands and import slaves.

Map of slaving expeditions in the Caribbean 1510-1540
Map of slaving expeditions in the Caribbean 1510-1540
The first part of the book begins by looking at the Spanish system of indigenous slavery.  It has a fascinating chapter that covers the fate of many indigenous people who were sent to Spain to become slaves.  
Brand placed on cheek of Slaves captured in War
Image from The Other Slavery



 Slaves could be captured in war.  Meaning--if the Spanish raided your village and you resisted in ANY manner--you would be deemed a violent enemy and could be captured. 
Brand placed on cheek of ransomed slaves by Spanish.
Image from The Other Slavery   
 Slaves could also be purchased from other Indians who had captured them.  This provided an incentive for Indians to slave raid other tribes an expanded market for slaves in the Americas. 

The Spanish soon discovered Silver in Mexico and this caused the need for massive amounts of slave labor.   The from Northern Mexico were used in massive numbers for this purpose.  Mining, smelting and other labor was done by these slaves.


The system slowly turned to one of peonage.  This new version of other slavery lasted well into the 20th century and probably exists today as well. 

Indian Peons in Guanajuato mining for silver.
Indian peons in Guanajuato mining for silver.  1905



There are also chapters that inform the reader of how tribes such as the Utes were able to build slave empires by raiding other tribes and selling their captives to the Spanish and other tribes.
There is also an excellent chapter on the Navajo tribe's destruction and removal which led to massive amounts of Navajo being enslaved in the Southwest--particularly in New Mexico.
I am hooked on this topic and will be researching extensively for years thanks to this wonderful book.

Ute territory in SW North America
Ute territory in SW North America

There is also a great chapter on the California Genocide and Slavery starting with the Spanish and then carried on by the Americans.  If an CA Indian was not 'employed' they could be arrested and then auctioned off to the highest bidder for labor.  Once indentured like this, they could not leave their place of employment without 'certificates' which were almost never granted.

Passage describing the plight of CA Natives.
Passage describing the plight of CA Natives.

The plight of indigenous slaves is little known and fascinating.   This book is seminal and creates a new field for study that can help us understand where we are today and how we arrived here.

Indian Slaves in the Americas 1492-1900
Indian Slaves in the Americas 1492-1900
 
If you are even remotely interested in this topic you will appreciate this book.  It is well written, extensively researched and is a new instant classic.  Professor Reséndez has done our country a great service by writing this informative book.  Get it now!








Friday, June 24, 2016

Colonialism and Whiteness: a Talk

This talk was given on 4/20/2016 at PCC for Whiteness History Month at PCC.

It is based on my trilogy of blog posts on the history of Whiteness in the US.


Here are links to the posts:

Colonialism and Whiteness: A Legacy of Brutality

http://lowriderlibrarian.blogspot.com/2016/02/colonialism-and-whiteness-legacy-of.html


Slavery (a Tool of Colonialism) and Whiteness: a Legacy of Brutality  



Embedded #Whiteness: A Legacy of Brutality 



Here is the talk:



I would love to know what you think about the talk, the concepts and the imagery.

Please comment.

Thank you, 

Max 

Saturday, February 6, 2016

Colonialism and Whiteness: A Legacy of Brutality


Colonialism and Whiteness

This is the first post in a series of blog posts that seeks to understand the development of Whiteness in the Americas from colonialism to today.  These blog posts are short necessarily short and are not meant to be exhaustive, but to give the reader an idea of where Whiteness comes from and how it appears in our culture. The need for these posts came out of the backlash against Whiteness History Month at Portland Community College this April, 2016. 

Casta Painting
A Casta (Spanish: [ˈkasta], Portuguese: [ˈkastɐ, ˈkaʃtɐ]) was a hierarchical system of race classification created by Spanish elites (españoles) in Hispanic America during the Spanish colonial period. The sistema de castas or the sociedad de castas was used in 17th and 18th centuries in Spanish America and Spanish Philippines to describe as a whole and socially rank the mixed-race people who were born during the post-Conquest period. These unions produced in the process known as mestizaje. A parallel system of categorization based on the degree of acculturation to Hispanic culture, which distinguished between gente de razón (Hispanics) and gente sin razón (non-acculturated natives), concurrently existed and supported the idea of casta.  Source: https://en.wikipedia.org/wiki/Casta 

Whiteness

Whiteness has been with us since the beginning of European colonialism.  When Europeans conquered what was to become the Americas, they also established a racial caste system based on skin color.   The darker one was, the lower they were on the social scale.  Whiteness is a concept that describes the cultural, lingual, institutional beliefs, practices and behavior that maintains access to power and reinforces power for White people and people of lighter skin tones.  This colonial system was created for and by Europeans for the benefit of Europeans.  Everything was in relation to the European--this is a hallmark of the concept of Whiteness--that everything is judged in relation to Whiteness and not something else.  

Españoles (Spanish) [White people]
Peninsulares (Spaniards) [White people]
Criollos (Spanish Americans) [White people]
Indios (Amerindians)
Mestizos (Amerindian and Spanish mix)
Castizos (Spanish with some Amerindian mix)
Cholos (Amerindian with some Spanish mix)
Pardos (Spanish, African, and Amerindian Mix)
Mulattos (African and Spanish mix)
Zambos (Amerindian and African mix)
Negros (Africans)

This is, in a nutshell, how the European imposed hierarchy in the Americas looked.

This system was brutally enforced.  There were strict rules about who could do what with whom....This system was directly related to slavery and servitude.  The people higher up (Whiter) the hierarchy were granted more privileges and rights than those in the lower section.  Consequently, the amount of distance one could put between oneself and the lower states of the hierarchy, the better chance one had of making a living, or even succeeding in the European (White) dominated world of the Americas (Whiteness).   


Another casta painting

     

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     Casta paintings
The casta series represent different racial mixtures that derived from the offspring of unions between Spaniards and Indians–mestizos, Spaniards and Blacks–mulattos, and Blacks and Indians–zambos. Subsequent intermixtures produced a mesmerizing racial taxonomy that included labels such as “no te entiendo,” (“I don’t understand who you are”), an offspring of so many racial mixtures that made ancestry difficult to determine, or “salta atrás” (“a jump backward”) which could denote African ancestry. Source:https://goo.gl/O9DdUP

 These paintings show us the importance of Whiteness to the Spanish from the very beginning of their conquest of the Americas.  The resultant mixture with indigenous, African and Asian people led to a complex hierarchy of racial superiority that was adhered to and, in many ways, is still upheld today.  These notions permeate our society, but in a different guise.

High Civilization (NOT White)
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 Indigenous People and Whiteness

In an idealized Mexico where people of African, European and indigenous heritage were intermingling in seeming harmony, the paintings were a reminder to Spaniards that there was still a strong hierarchy of racial purity — with Europeans on top. Source: http://goo.gl/y1mAZQ
On the social scale indigenous people are close to last.  It was a survival strategy to distance oneself from anything that is indigenous.  Choices like adopting the god of the Europeans, to using their script instead of the indigenous forms of writing,  and becoming as Guero (White) in dress, speech and color if possible.

They had been here thousands of years and had established societies, cultures and hierarchies.

Once the casta system was imposed by invading Europeans they concept of Whiteness became increasingly important.  The abandonment of their culture, their languages and their identity is what was required, at baseline, if one wanted to survive or even advance in the new hierarchy that had been established by bloodthirsty conquerors. 


Up until recently, skin color has been a defining factor in Latino life.

Are you:

Guero?  (White, or Whiter Than)

Maron?  (Brown)

Negro?  (Black)

The answer could be a determining factor in your life....

Spanish burning indigenous books/knowledge/culture

          

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          Cultural Genocide

The racial hierarchy in combination with the destruction of the indigenous cultures by book burning, destroying cultural monuments and using them to build churches (Whiteness), and the enslavement of the indigenous people did much to reinforce the casta system.  Our (Latinos) indigenousness had been written out of the history books, it had been derided and our people discriminated against and persecuted (according to their skin color).  Whiteness can be uncovered when one thinks about how the descendants of European immigrants want to persecute indigenous people from Mexico and other parts of central America for wanting to migrate on their own continent.  Even Latinos are hesitant to use this argument against immigration restrictions on Latinos.  I can only imagine that the bias against Indios still permeates Latino culture and prevents this strong argument from being presented. 

Contemporary Latinos and Whiteness 

As always, this is not a sweeping generalization, but a description of a large part of Latino society in the US that I have been witness to my entire life.

Latinos in large part lost their indigeneity by distancing themselves from their indigenous heritage and appropriating the European religion and culture as much as possible.   It was advantageous to do so, economically, socially and health-wise, it was advantageous to be as European (White) as possible.  This is where we see Whiteness beginning in the Americas.

Since the 1990's there has been a resurgence of interest in indigenous culture by Latinos who want to claim that part of their heritage.  It had never really been a option before--now we see Aztec dancers, and other parts of our indigenous heritage celebrated and exalted by some Latinos.

An example of contemporary Whiteness 

When I pick up a book entitled, American Ethnic Folklore and I open it up and it is really about Indigenous mythology.  I then realize that this is whiteness.  The fact that this book has been written for White people by White people without regard to any other readership uncovers Whiteness in this particular context and moment.  This is Whiteness.  These kinds of subject categories still permeate education and information in general.

We must seek to uncover Whiteness where it is, when it appears.  Whiteness is not a stable, abstract concept.  Whiteness changes according to setting, in shifts it's mode of providing access and maintaining power for White people.   We should and help our allies see and explicate Whiteness when it appears in our institutional and social contexts.

Whiteness displayed before the Irish were considered White



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One other thing about Whiteness is that it can be adhered to by non-white people.  Many people of color and those who purport to want to help People of Color adhere to the system of Whiteness that the educational system upholds, supports and requires of POC who want to succeed.  I say that this is why we have made little to no progress in equity, diversity and inclusion in our school systems and our society.  

The brutalities that were used to enforce the racial hierarchies of yesterday are still with us today.They used to come in the form of lynchings--back in the days of Jim Crow.... Now they come in the forms of Police shootings of unarmed African Americans and Latinos in far greater numbers than Whites.  They come in vigilante shootings of unarmed African Americans, for example--the shooting of Trayvon Martin.  

Colonialism is still in full effect....

I appreciate any and all comments (except spam).


 

 



Friday, October 30, 2015

#Terrorism, #Libraries and #POC in the US

Libraries and the Fight Against Terrorism

Libraries can and should be an important weapon against terrorism.  "Librarians are soldiers in the war against ignorance!"  Racism is fundamentally ignorance which leads to hate.  This is a call out to all librarians to help end the ongoing terrorism against people of color in the US.

People of color in the US live under a state of domestic terrorism.  This terrorism is conducted via many official channels.  The education system, law enforcement, healthcare, judicial system and other aspects of the state have been and are used against people of color in the US.

The terrorism we experience on a daily basis meets ALL the criteria below:
 "Domestic terrorism" means activities with the following three characteristics: Involve acts dangerous to human life that violate federal or state law; Appear intended (i) to intimidate or coerce a civilian population; (ii) to influence the policy of a government by intimidation or coercion; or (iii) to affect the conduct of a government by mass destruction, assassination. or kidnapping; and Occur primarily within the territorial jurisdiction of the U.S. 
Definition from the FBI: https://www.fbi.gov/about-us/investigate/terrorism/terrorism-definition

 For example, here is how law enforcement treats our children in school:



Spring Valley High School 'safety 'officer' and student

What kind of an education can on get while studying under these conditions?  What kind of educational experience does this girl now have?

 This terrorism is conducted by state officers from all levels of law enforcement in the US.  As a person of color, I am more worried about being assaulted, or being shot by a police officer than I am of any sort of domestic terrorist.  I have been the subject of humiliating questions like, "What gang are you in?"  "When was the last time you were arrested?" and other non-question insults by the police.

Libraries Against Violence

Our libraries can help mitigate this situation by providing a broader viewpoint of the world to our patrons.  We can do this by pooling our resources, sharing information, planning and implementing programming that addresses the ongoing terrorism of POC by law enforcement and other state agencies.

This is a country that relies on force as a first choice solution to almost ALL problems.

When force/violence is used as a tool like this, then it becomes part of the culture.

Once it becomes part of the culture individual citizens will begin to use force as a problem solving tool--just as we have seen with the increasing mass shootings in the US.

Violence and force are now normal and everyday.  One turns on the television, visits a news web page, or turns on the radio, and one is confronted with a smorgasbord of violent offerings.

Librarians can help mitigate this situation by helping to educate people and offer alternative sources of information.

Contemporary lynching victim: Michael Brown

This violence/force is most often directed at people of color in the US  It is used to create contemporary lynchings--in the form of killings of POC by police.  These lynchings serve to reinforce POC's lack of respect in society, the lack of value placed on our lives, and the fact that our bodies can be violated and left dead in the street as some sort of macabre warning to everyone else. 

The officer in the video at the high school is practicing this kind of intimidation.  He is showing the other children what is in store for them if they don't immediately fully submit to someone who might harm them.

Library/Librarian Activism

Libraries can do much to help fight against this type of terrorism.  They can sponsor programming, have cultural events, reading groups, conversation groups, maker spaces, lectures and collections that can help educate the public and academia (if you work in an academic library).

A symposium sponsored by the Boston Radical Reference Collection

As librarians we can curate collections that are well rounded and that address multiple perspectives on our culture--not just the standard viewpoints adhered to by conservative anti-intellectuals (I don't think all conservatives are anti-intellectual).

We can use our spaces to hold important discussions and debates and we can help facilitate these events.  Our special skills at doing research and presenting the findings in an intelligible manner can be used to help in the fight against the terrorism that POC in the US face daily.

It is our duty to help fight against terrorism.

What are some other ways libraries, librarians and other information professionals can help fight against this kind of terrorism?

Sunday, May 4, 2014

Information Literacy and Colonialism

In the US, every piece of information and every bit of knowledge we have has been mediated through a White-Supremacist lens--this is especially the case the more educated an individual is in the US.
It usually doesn’t matter what the ethnicity of the creator of this knowledge is, nor what their first language is because they have been educated in a system that is fundamentally White-supremacist. It takes much work and effort to even attempt to break out of this colonial mind set. #InformationLiteracy #education #EthnicStudies #Libraries #Information #knowledge #colonialism #21stCenturyEmpire

Tuesday, February 3, 2009

Mel Gibson--Stick to Mad Max, Jesus or Braveheart!

Mel Gibson--Stick to Mad Max, Jesus or Braveheart!
by Max Macias



"A great civilization is not conquered from without until it has destroyed itself from within." Will Durant Quote




This quote above begins Mel Gibson’s newest work, Apocalypto. These words can be interpreted to mean that the Mayans and all Nican Tlaca cultures got what they deserved. Contained within this moral judgment is the justification that we received what we deserved as well. This is to say, the descendants of the savage ‘Aztecs, Mayans, and other Indians of the Americas’ are in their present social situation because of their past actions and rightfully so. This justifies the way things are and serves to build hatred against indigenous peoples, but more importantly it can also weaken our own self-worth. Some people will say that Apocalypto is just a movie, but it is not just a movie--this kind of work can and should be defined as propaganda. When you see something wrong about the way we are portrayed/treated/ it is your duty to stand up and say “No!”
Mr. Gibson an admitted propagandist! The Passion was made to gain Christian converts and to solidify belief. The Passion Attempts to justify Jesus’ sacrifice, and thereby justify Christianity. A work that justifies a political or religious ideal is propaganda! Why would we interpret this work any differently?
There are many aspects of a film; how well those aspects are created and executed dictates the quality of the work. Apocalypto is many things, but a good film it is not. The writing is unbelievable, the theme is non-existent, and the sets are a huge disappointment. Insults to the viewer and Mayan culture permeate the film. While the natural scenery in the film is at times quite beautiful, and the acting is good, these aspects do NOT excuse the movie.
This film fails on the fundamental level of believability. A movie asks the audience to believe what they experience. When an observer sees something on the screen that is clearly impossible—then their concentration on the story is spoiled and therefore their experience of the film as an uninterrupted event/work is ruined. The viewer’s attention goes from the film to questioning what they see. One of the basic rules of filmmaking (and of all theatre arts) is to not do this. Apocalypto repeats this fundamental mistake over and over again.

Story (condensed version—I know I left some details out)
A peaceful village of Mayan forest dwellers is attacked and the survivors are captured. As the village is under attack, the hero—Jaguar Paw—is able to hide his family down a hole. They become trapped in the hole. He promises to come back for them. Jaguar Paw and the other survivors are taken to a Mayan city where the women are sold into slavery, and the men are to be sacrificed. Most of the men escape sacrifice through a totally unbelievable episode. Jaguar Paw eventually escapes with a party of Mayan city dwellers in hot pursuit. He eventually kills most of them, and then makes it back to his village. The Mayan city dwellers finally catch up to him, but they see Europeans landing in their boats and are stunned. This allows Jaguar Paw to escape.
This story, while at times exciting, is unrealistic and unbelievable. Several opportunities arise upon which one could deepen the story, or build it up into something more than one level of meaning. ALL these chances are wasted and I was left totally disappointed. Mel asks us to believe that Jaguar paw can leap out of a tree and then outrun a jaguar—this was totally unbelievable and idiotic. I felt abused and misled by Mr. Gibson.

History or Cliche?

My mother and I went to see the movie together. She kept asking me throughout the movie, “Were they really like that?” And I kept telling her, “No, no, Mom….” I kept wondering how many people saw this movie and thought that it was super realistic and historically based. When and if this happens, a movie changes from being just a movie, to being propaganda justifying the dominant culture’s viewpoints. Film and television act as fundamental teaching utensils in American culture. Movies and TV display propaganda constantly. When this film goes to DVD and is played on television, millions of people will watch it and take it as historically accurate. They will believe that Mayans were diseased savages with no good qualities. I wonder how this will help relations between European culture and Nican Tlaca. Who will this movie help, and who will it hurt?
There are many problems that distract the viewer from what little there is of a story in this work. One way this occurs is with the overuse of clichés. A cliché, for those unfamiliar with the term, is a fancy way of saying overused idea. A sickening example is when Jaguar Paw, the hero of the film is just about to be sacrificed—guess what happens—no really—guess! Surprise, surprise—there is an eclipse at just that moment. The eclipse scares the Mayans, and then their priest declares that Kulkulkan has been satisfied. He needs no more sacrifices.
The above is one of the worst, and most overused clichés in film, television, and writing! In addition, everyone knows the Mayans were great astronomers and were superb mathematicians. How did they NOT know of the eclipse? Or did they know and were they misleading their people? Are you telling me they were unaware of eclipses? These kinds of questions created many moments of disbelief and ruined the film even more for me. Why would someone write something this bad? It is clearly insulting to the audience and ruins the viewer’s ability to believe what they are witnessing in the film. Again, the question of propaganda arises.
The other, far more insulting cliché is that right at the moment when the Mayans have caught up to, and are about to kill Jaguar Paw, the Europeans arrive. They actually save Jaguar Paw by stunning the Mayans and allowing Jaguar Paw to leave. This is the greatest insult in film since Dances with Wolves saves the Indians in that piece of work. The fact that it is historically inaccurate creates a belief in my mind that this is a work of propaganda by a religious fanatic who wants to establish that our people were/are savages for having their own religions and belief systems. It justifies how we were and are still treated.

“Those people practices human sacrifice!”

The focus on violence degrades the humanity of the Mayan civilization. The focus on the sadistic qualities of the Mayans in the picture was wrong. The Mayans had sacrifice, but it was highly ritualized, and not nearly as sadistic as portrayed in the film. There was not ONE redeeming quality in the Mayan city dwellers. If someone who is ignorant sees this film and takes it for history, then they will be glad to have gotten rid of those ‘savage civilizations.’ Again, I have to question if there was a religious or a cultural agenda going on with this movie.
Why do movies ALWAYS portray our people as savages? Our people were highly civilized and were superb mathematicians! Is there really some kind of political, religious, or other agenda going on? Just ask yourself about all the people who hate us, who want us gone. Where do they get these ideas, and how are they reinforced? Clearly, people like the minutemen and their allies, stormfront are ready to do almost ANYTHING to rid themselves of us. Then there are there are intellectuals like Samuel P. Huntington who is a racist bigot and works for Harvard University while writing bigoted propaganda! Why wouldn’t there be filmmakers, and other media types bent on portraying us in an unflattering manner? As we see today in Iraq, history repeats itself. We need to guard ourselves and call it as we see it. Point out the flaws in our ‘friends’ reasoning. If we don’t NOBODY else will!
Mr. Gibson’s work is an attack on us and should be seen as such. We will NOT stand for being portrayed as savages with nothing of substance to offer the world. We will not hate ourselves, and will remain proud and strong in our struggle against their interpretations of us. It is up to us to make films and literature that will portray our culture realistically. It is up to us to define ourselves and to write our OWN history! It is up to us to tell the truth.



Copyright Max Macias 2007