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001			BRILL9789463510387
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005			20260610104741.0
007			cr un uuuua
008			190403s2017 gw sb 001 0 eng d
020			_a9789463510387 _q(electronic book)
020			_z9789463510370 _q(print)
024	7		_a10.1007/978-94-6351-038-7 _2DOI
035			_a(OCoLC)995306318
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLC2669
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a371.82968073 _223
100	1		_aGallegos, Bernardo, _eauthor.
245	1	0	_aPostcolonial Indigenous Performances : _bCoyote Musings on Genízaros, Hybridity, Education, and Slavery / _cBernardo Gallegos.
264		1	_aLeiden, _aBoston : _bBrill | Sense, _c2017.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aBreakthroughs in the Sociology of Education; _vv. 9
490	0		_aEducational Research E-Books Online, Collection 2018, ISBN: 9789004375666
504			_aIncludes bibliographical references and index.
505	0	0	_aPreliminary Material -- Postcolonial Indigenous Performances: Coyote Musings on Genízaros, Hybridity, Education, and Slavery -- Remember The Alamo – Imperialism, Memory, And Postcolonial Educational Studies -- Whose Lady Of Guadalupe? Indigenous Performances, Latina/O Identities, And The Postcolonial Project -- Performing School In The Shadow Of Imperialism – a Hybrid (Coyote) Interpretation -- “Dancing The Comanches” – The Santo Niño, La Virgen (Of Guadalupe) And The Genízaro Indians Of New Mexico -- “Confess This Genízaro So That They May Give Him Five Bullets”1 – Slavery, Hybridity, Agency, And Indigenous Identity In New Mexico -- The Education Of Hummingbird Boy -- References -- About the Author.
506			_aAvailable to subscribing member institutions only.
520			_aThe essays in this volume contain a symphony of carefully orchestrated narratives that engage a wide-ranging assemblage of topics including immigration, indigenous identity, Genízaros, hybridity, education, religious syncretism, and United States and Spanish imperialism. Utilizing excavated memory, archival history, and employing the work of performance and postcolonial theorists, the author examines Native American slavery and captivity in the Spanish Colonial Southwest, with emphasis on Coyotes (indigenous mixed-bloods) of Pueblo/Spanish ancestry as well as descendants of Indigenous servants. The essays engage the cultural politics of education within the context of hybrid religious practices such as pilgrimages to el Cerro de Tepeyac, the site of veneration of the pre-Columbian Goddess Tonanztin and her contemporary, la Señora de Guadalupe; el Santuario de Chimayo, the pre-Hispanic Tewa religious site that continues to serve as the destination for pilgrims, albeit now draped in Catholic ritual; and the Comanche dance ceremony of the Saracino sisters of Atrisco. The essays emerge in part from the author’s childhood in the Barelas and Atrisco neighborhoods of Albuquerque, two of several mixed-blood indigenous communities of New Mexico plagued by a devastating heroin epidemic in the 1950s and 60s.
650		0	_aHispanic Americans _xEducation.
650		0	_aRacially mixed people _xEducation _zUnited States.
650		0	_aHispanic Americans _xEthnic identity.
650		0	_aIndian slaves _xNew Mexico _yHistory.
776	0	8	_iPrint version: _tPostcolonial Indigenous Performances: Coyote Musings on Genízaros, Hybridity, Education, and Slavery _dLeiden, Boston : Brill | Sense, 2017, _z9789463510370
830		0	_aBreakthroughs in the Sociology of Education _v9.
830		0	_aEducational Research E-Books Online, Collection 2018, ISBN: 9789004375666.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6351-038-7
999			_c11882 _d11882