Beruflich Dokumente
Kultur Dokumente
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learned
Zone
He
knows
up, what
often
Yes...
Trails
for Carl
"That's
not how
. oh,
Yes..
I don't
. . .Ya
. . .Yesits
Yats
it's
you
Sam
know."
and Willie
stumped
was
That
Yastremski.
of course
thrilled.
and
retirement
subtracting
from
years
rookie
years;
arranging
on end, and
aestheticjudgmentby comparingdifferent
photos,differ
ent series,
layouts, and color
schemes. American
geogra
learned about
trust, the
fairness,
exchange,
as
to results, what
it
opposed
even robbed.
taken
cheated,
of,
get
advantage
life too.
cards were the medium
of his economic
of processes
importance
to
means
Baseball
Nowhere
better
to learn
the absolute
money,
divorce
value, notions
exchange
the possibility of
ment,
dent of market
of
and
between
long-
and
of
arbitrariness
use
value
short-term
and
invest
personal
values
baseball
values.
cards meant
Baseball
the power
there
shelves of encyclopedias,
histories, biogra
magazines,
even
cartoons,
phies, novels, books of jokes, anecdotes,
poems.
Sam
learned
the
history of American
racism
and
sion and
two world
wars
from behind
home
and
and
of
experience
something
well
enough
an
with an adult.
adult?especially
Through
was Sam's
out his
baseball
years,
preadolescent
history
luminous point of contact with grown-ups, his lifeline to
of course, all this time he was also
caring. And,
playing
Even with
strengths
and Cen
tral America
of literacy comes
the subject
Cuba,
the history
Whenever
about
something
Japan, Taiwan,
corn
of
the meaning
most
easily the broadest,
varied, most
enduring,
and
I was
as an expert
not
on
invited here
literacy.
I was
as a parent,
to
speak
asked to speak as an
outside
of
anyone.
disappointing
to head back several centuries
immediately
has a few points in common with baseball cards and
about what
Sarmiento,
thoughts
to the conference,
Tony
called new visions
Peruvianist
Richard
named
I propose
to a text that
raises
in his comments
of literacy. In 1908 a
was
in
exploring
Pietschmann
plate. He
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34
across
Itwas
manuscript.
dated
in
ungrammatical,
was
the manuscript
Spanish,
Pietschmann
twelve hundred
pages
No
titledThe FirstNew Chronicleand Good Government.
one knew (or knows) how themanuscript got to the
No
libraryinCopenhagen or how long ithad been there.
one, itappeared, had everbothered to read itor figured
was
out how.
Quechua
not
guage
of as a written
thought
lan
as a literate culture.
culture
was
of Americanists,
congress
apparently
intercultural
extraordinary
tragedy.
to say a few more
I propose
unreadable
to
text, in order
words
lay
about
some
out
him access
to
religious
education.
chronicle
of course was
and
American
the main
conquests
to themselves.
official discourses.
In
meet,
clash,
and
with
grapple
spaces where
each
other,
own
ends. Those
ends were,
roughly,
Andean
slavery,
or their aftermaths
as
they
many
under
of us rely on
challenge
the models
in
it?Cuzco,
a veritable
encyclopedia
teaching
theorizing
a little more
today. But first
and
in con
are lived
that
that are
about Gua
anything
is known
about
by conquest
and
empire.
He
was
an
indigenous
EtPPiMERMWOO
about
of community
and
a new
at the center of
than European
peoples
not Jerusalem.
In theNew Chronicle Guaman
to construct
rather
one of
a "new chronicle,"
cultures
often
It constituted
writing
writing
this erstwhile
thoughts
the main
The
WEVA
years
terrible
I--^-J
Fig. 1.Adam
and Eve.
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Mary
customs,
history,
laws, social
forms, public
offices,
and
and
customs
description,
but
also
reproduce
the
stored on
quipusznd
of elders.
in ways
that engage
with
representations
others
European
metropolitan
subjects
represent
to
texts are
representations
that the so
of idioms
of the
metropolis
or the con
tovarying
queror.These aremerged or infiltrated
degrees
with
idioms
indigenous
to intervene in
intended
standing. Autoethnographic
to create
self-representations
modes
of under
metropolitan
to
works are often addressed
both
and
audiences
metropolitan
Louise Pratt
own
the speakers
35
com
interesting
slave auto
of American
biography in itsautoethnographicdimensions,which in
some
respects
it from Euramerican
distinguish
autobio
representation
collaborations
between
often
people,
concrete
involves
as between
literate
ex
and
Often,
Inca
the
elders who
as in Guaman
were
his
informants.
it involves more
Poma,
than one
In recent decades
language.
and resistance
temporary
have
creation
critique,
autoethnography,
in a con
with
reconnected
writing
of the contact zone, the testimonio.
of
the
which,
conquest,
Spanish
he
argues,
with
the Incas,
he writes,
there
kite
the
Spaniards
were
'Yndias,
saying
yndias,
oro,
con
la codicia
de oro, plata,
parodic,
using
to construct
language
of
the
conquerors
representation
the conquerors
oppositional
surely recognize.
ing,
and
Such
representation
are the
a main
cause
for reform
of the
system.)
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36
or colo
the clergy,followed by thedreaded corregidorest
nial overseers(fig.3). He also praises good works, Chris
tianhabits, and justmen where he finds them,and offers
at
as to what
views
length his
constitutes
"good
to reform
the empire?a
dialogue
across
imagined
and verbal
repertoire.
In a way,
itworked?this
extraordinarytextdid getwritten?but
not, for the letter never
reached
in a way itdid
its addressee.
without
writing.
Guaman
Poma
con
term
the
used
govern
transculturation
processes
culture. The
metropolitan
term, originally
coined
replace
overly
assimilation
used
reductive
and
concepts of acculturation
to characterize
culture under conquest.
varying
extents what
gets absorbed
and
is a
of the contact
phenomenon
zone.
transcultural
character
of Guaman
Pomas
text is intri
European?there
resentational
to have
among
drawing
no
been
the Incas?but
tradition
of rep
in their exe
values
and aspirations.1
Poma wrote
that the
zone.
If one
crete, coherently
man
de minas.
Fig. 3. Corregidor
force.
labor
indigenous
Catalog
of Spanish
abuses
of
Pomas
text is
a
Pomas
truly
product of the
thinks of cultures, or literatures, as dis
structured, monolingual
edifices, Gua
indeed any
work,
autoethnographic
text, and
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Louise Pratt
Mary
as the
end as well
the reception
end:
production
itwill
read
topeople indifferent
verydifferently
positions in thecon
tact zone.
it
Because
tems of
meaning
and Andean
European
deploys
making,
sys
means
mean
or
to monocultural
readers, Spanish
differently
to the
and to bicultural
readers responding
structures embodied
in
Andean
genres.
symbolic
European
more
Poma's
text,
and, like Guaman
pressing,
to those who once would have
decipherable
ignored
them in defense of a stable, centered sense of
knowledge
visible,
more
and
to bilingualSpanish-Quechua speakersand to
differently
monolingual speakers in either language; thedrawings
37
reality.
Andean,
public
of
degrees
considerable
and
intercultural
competence
such a commu
Unfortunately,
bilingualism.
man
note
Poma was
to make contact. It is
to
trying
interesting
that in the same year Guaman
Poma sent off his let
was
Peruvian
in official cir
adopted
mentaries
of
tellingly, by
a mestizo,
Inca
Guaman
Poma
taught
was the son of an Inca
princess
had lived in Spain since he was
without
life'swork
and a
illustrations.
sat somewhere
Guaman
While
the
unread,
Royal Commentaries
that coded
thought
textual
the Andean
unthreatening
hierarchy
persists:
past
to colonial
the
hierarchy.2
Commentaries
Royal
in
and present
The
today
religious
express
unequal
Autoethnography,
tion,
bilingualism,
belief,
and many
the effects of
other vernacular
long-term
contact
and
conflict.
transculturation,
mediation,
critique,
parody,
denunciation,
are
vernacular
imaginary
dialogue,
expression?these
some of the literate arts of the contact zone.
Miscompre
dead
hension,
letters, unread master
incomprehension,
absolute
are
of
pieces,
heterogeneity
meaning?these
some of the
zone.
contact
in
the
perils of writing
They all
live among us
in the transnationalized
today
metropolis
much
and
language,
in the
academy.
of the
culture
of years
couple
ago,
make
characterize
of a Utopian
of
analyses
language
seen as
in
living
"speech
were
Languages
that often
quality
social
to
seemed
by the academy.
communities,"
petence
entities, held
or
modern
Benedict
nations
Anderson
calls
of what
exception
other
themselves
calls
In a
communities."3
observes
he
among
commu
the Utopian
as what
things,
of
"imagined
exist as
communities
and equally
conceive
com
homogeneous
identically
abstract
book
ble
This
to reflect, among
nity seemed
together by
shared
grammar
that with
the possi
"primordial
imagined
entitles
villages,"
inwhich
lives
are
of their communion."
image
he goes
distinguished,"
on
"Communities
to say, "not
by their fal
Anderson
three
mine).
proposes
emphasis
that characterize
the style inwhich
the modern
(15;
if elastic,
sovereign-, and,
boundaries";
third,
it is
as
it is
imagined
as
"a
fraternal,
deep,
second,
imagined
suggests,
the
is embodied
nation-community
metonymically in thefinite,sovereign,fraternal
figureof
the citizen-soldier.
Anderson
collabora
that underlie
communication,
human
Poma's
about
in part to con
is intended
ideas of community
thinking
way
his book
spoke Quechua,
Spanish,
Inca Garcilaso
zone
The
trast with
argues
that European
bourgeoisies
were
dis
main
acy play a central role in this argument. Anderson
instrument that made
tains, as have others, that the main
bourgeois nation-building
italism. The commercial
ous
European
created
the
projects
vernaculars,
invisible
possible
circulation
he
networks
was
of books
argues,
was
that would
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print cap
in the vari
what
first
eventually
38
constitute
the
literate
and
elites
those
they
as
ruled
nations,
it, is strongly
describes
Utopian,
a lot nicer,
"they're
analysis with
coherent
the societies
have given.
Many
views
exists as a shared
for
patrimony?as
precisely,
a
shared
An
universally
image of
imagining community.
mani
The
is
of
the
also
part
picture.
prototypical
literacy
adult
sure's famous
native
face-to-face
speakers
in
monolingual,
short, the most
case
homogeneous
same goes forwritten com
a
theory
certainly imagine
socially. The
linguistically
one could
Now
munication.
and
that assumed
even monodialec
diagram)
tal situations?in
different
things?that
(as in Saus
revealing speech
was one
involving
ing language
two
of whom
spoke
languages
argued,
situation
a
for instance,
for understand
of people each
gathering
a third
and understood
others.
want
on what
of language
It depends
you
workings
to
or
to see first, on what you choose
see
want
to
as normative.
define
In
keeping
with
analyses
munity,
of
principles
language
and
of cooperation
normally
in effect. Descriptions
people
fraternal models
autonomous,
in conversation,
use
commonly
of com
assume
that
are
shared understanding
of interactions between
classrooms,
medical
and bureau
are
in the same game and
that all participants
engaged
it is. But
that the game is the same for all players. Often
it often is not, as, for example, when
of course
speakers
are from different classes or cultures, or one party is exer
to it or ques
is
and another
submitting
cising authority
to a new
it. Last year one of my children moved
tioning
and
school that had more open classrooms
elementary
school he
more flexible curricula
than the conventional
they have
and
him
said,
thought
in. A
it was
which
liberty,
embodyingvalues likeequality,fraternity,
out
started
what
not
linguistic(or literate)interactionisdescribed in
When
terms of orderliness,
only
and explana
elegance
the one his teacher would
considerable
but probably
games,
are
moves
legitimate
or
moves,
actually
named
scripts, usually
as part of the
other
lan
of the teacher
and
teaching,
not
can be true in
practice
to the
analysis. This
or anomalous
the one
grader,
was
writ
all
the
rules
didn't
have,
they
given
busy obeying
a series
that took the form of answering
ing assignments
to build up a
These
of questions
questions
paragraph.
as well.
On
several
occasions
fourth
my
of those in
with the interests
oftenasked him to identify
power
over
authorities.
him?parents,
He
invariably
teachers,
sought ways
doctors,
public
to resist or subvert
would
reply
be an invention
to
read as follows:
A grate adventchin
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Louise Pratt
Mary
the
Despite
the assignment
spelling,
the usual
received
way.
recognition
the structures
ody
of
however,
available,
to be critical or contestatory,
the attempt
humor,
was
of authority. On
the
to par
luck was
Poma's. What
only slightly better than Guaman
is the place of unsolicited
discourse, parody,
oppositional
commu
in the
classroom
resistance, critique
imagined
successful
when
they have
eliminated
such
less and
to do
less able
that even
if
they
want
to.
and
being
In the
imagined.
it, in which
put
in many
1980s
it is
nation-states,
force
to dissolve.
began
Internal
histo
on those histories
and
as the
very mode
izenship,
as
lifeways
part
of
their cit
in the
of their
membership
many
groups
began
asserting
a rhetoric
of
started
have
as much
as it does
with,
responded
diversity
moment
to anyone
other
among
and multiculturalism
is up for
grabs
else."
things,
whose
across
the
Institutions
rhetorics
at this
import
spectrum.
ideological
today, and
or another.
challenged
of us committed
Those
are
democracy
is
everyone
particularly
by them in
to educa
as
challenged
that
govern
us
display,
electorate.
quiescent,
ignorant, manipulable
of an
enlightened
have
from
the national
disappeared
the concept
ideal,
their interest in a
openly,
as an
Even
seems
citizenry
imagination.
to
cou
debate
wrenching
Western-culture
requirement
over a
that had
narrowly
been
defined
instituted
of national
imagined
cultural
patrimony,
In the end,
community.
and
citizenship,
the requirement
was
Cultures,
a new
Ideas, Values.4
course was
designed
In the context
that centered
of the
on
the
that have
ones)
European
the course
here. As
intersected
a
attracted
you
can
very diverse
student body.
imagine,
not
a
com
The classroom
functioned
like homogeneous
or a horizontal
a
contact
zone.
alliance but like
munity
text we read stood in
historical
rela
specific
single
to the students
in the class, but the range and
tionships
were enormous.
in
variety of historical
relationships
play
Every
we read,but
Everybodyhad a stake innearlyeverything
the rangeand kind of stakesvariedwidely.
It was
can
(who
Ata
forget
down
huallpa throwing
the Bible because it
would not speak to
task?unifying
in the
world
eyes
class's
means
by
of
that
monologue
rings
supposedtofeel that
unifiedthesocial
world,probably in
their own image?
homogeneous
to one's
respect
own words?this
in the
and
knowledge
very nature
but
impossible
one had to work
said was
one
going
in
radically heterogeneous
able nor entitled to
prescribe.
of the course
the students
only
Instead,
unimaginable.
that whatever
systematically
that we were neither
The
not
task became
received
on
Are teachers
an ad hoc com
anomalous
of
39
of
hearing
put
ideas and
to be
ways
identities
the experi
discussed
and
rance and
experienced
incomprehension,
ity,of others. In the absence
face-to-face
and
the
igno
the hostil
occasionally
of community
values and the
was easy to
of
it
the
the
hope
synthesis,
positives;
forget
that kinds of
once
fact, for instance,
marginalization
were
taken for
gone. Virtually
every student was
granted
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40
the course
appreciate
call "safe houses." We
intellectual
spaces where
as horizontal,
all of us involved
safe made
in
groups
homogeneous,
themselves
communities
sovereign
with
or women's
studies,
there are
safe houses
recognition,
inwhich
to construct
are lookingforthepedagogical
learningthatitcan be.We
zone. These
will
include, we
are sure,
Notes
'For an introduction in English to these and other aspects of
Pomas work, see Rolena Adorno. Adorno and Mercedes
Guaman
was
restorethe Incamonarchy.
3The discussion of community here is summarized frommy essay
"LinguisticUtopias."
"For information about this program and the contents of courses
taught in it,write Program inCultures, Ideas, Values (CIV), Stanford
Univ., Stanford,CA 94305.
interests, histories,
transculturation
of others;
and collaborative
work
in
experiments
in the arts of
and
between
redemption
cultural
for people
forms);
to engage
ways
authenticity;
to move
ground
out
of
0/rhetorics
across lines
rules for communication
into and
a
respect;
systematic approach
of
cultural
mediation. These
concept
mutual
to the all
arts were
Works
Cited_
Guaman
in Early Chicano
1985.
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Prose Fic