Historical Trauma: An Argument Against CrisisHistorical Trauma: An Argument Against Crisis Dulcinea...
Transcript of Historical Trauma: An Argument Against CrisisHistorical Trauma: An Argument Against Crisis Dulcinea...
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Historical Trauma: An Argument Against Crisis
Dulcinea Lara, Ph.D.Associate ProfessorCriminal JusticeNMSU
November 14, 2018
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Key questions
How do we understand true history?
How does Crisis differ from an Historical Blueprint?
How does a place get designed?
How does colonization turn into internalized colonization?
What are steps we can take to challenge the cycle?
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ECONOMIC WELL-BEING
(1492 – Present)
-Crisis v. Blueprint
-Colonization designs communities and regions
-Exploitation of labor and devaluation of people
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EDUCATION
(the vote of 1856)
-5,016 “against” v. 37 “for” – 99.3% opposed
-Compulsory ed. implemented despite vote
-Education taught Hispanos/Mexicanos they were “backwards,” “primitive,” “sub-human”
-Indian boarding schools: high death rates, malnourishment, “backwards,” “savage”
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HEALTH
(1492 – Present)
-Genocide/Epistemicide
-Eradicate ways of knowing and ways of healing
-Alter diet, alter access to food and water ways
-Accessible health care tied to economic wellness
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FAMILY AND COMMUNITY
(1492 – Present)
-Made stronger or weaker by access to resources
-Made stronger or weaker by quality education
-Made stronger or weakened by level of health
-Made stronger or weakened by systemic violence
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Levels of Analysis
G/H
NATION
STATE
COMMUNITY
FAMILY
INDIVIDUAL
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There is only room for improvement
-De-colonization does not mean going backward
-Be courageous, radical, faithful in ancestral ways
-Break with current political and bureaucratic patterns
-Support endeavors that tend to get marginalized
-Trust the uniquely local and query the “standard”
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Thank you