Understanding and Planning for School Bomb Incidents (UPSBI) Course Description
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a prestige eco
nomy of honor an
d wealth transplant
ed from reconquest Spain: the
successful conquistador garnered a
- dvanced title and status of his family name, and earned wealth in the form of lan
- d and the servitude of the conquered. "Conquest" as a term, a strategy, and a practice serve
- d the interests of the nobility and the Crown alike. By 1573, that prestige economy has been seriously curbed by the
- monarch, whose interests are no longer served by the all-too-evident brutality of conquest. Quite apart
- from the unwelcome publicity of the growing Black Legend, the monarch's finances are now better served by consolidating the exploitation of the vast and yielding mineral we
- alth in Mexico and Peru. His favor thus falls away from the conquistador and toward the
- colonial administrator. The conquistador/noble thus-operates in a cri
ppled economy o
-
f honor, an economy disabled by the s
-
uppression of that central nodeÑconquest through which prestige is reproduced and circulated.
The language of Onate's contract and instructions carefully circles around the linguistic lace where conquest might
-
once have lived. His mission is to "discover" and "take possession" of the land to spread the holy faith. Instead of "conquering" Indians, he will "pacify" and "reduce" them (JD/O 42, 65). These discursive moves are, of course, strategic. The ordinance mandates "pacification" while effacing the Spanish aggression that would provoke the Indian resistance in the first place. The monarch re-dresses the unspeakable brutality of conquest by ma
-
king conquest itself unnameable. Whatever is designated by the word "conquest" is thus removed to another unidentified place, so that the empire
-
can reimagine (or discover) itself without violent agency.
To occupy the space of the conquistador in this "post-conquest" moment is to inhabit deeply contested terrain: the conqueror is rigorously produced and molded by the state, only to be as rigorously erased by the same. Both Onate and Villagra are confronted with the same dilemma: how to enact the unnameable
conquest o
f New Mexico. Th
-
e related enactments of soldier and historian produce a
-
peculiar inversion of normative expectation. The soldier enacts the "new" conquest by performing history, by restoring and restaging the behaviors
-
Guide for Preventing and Responding to School Violenceof those who produced conquest when it was stil
-
l named and valued as such. Only by repeating and revisiting that past does this conquest come into its own present. The historian, in turn, produces the N
- ew Mexican conquest as a conquest for the first time; the writing of the hist
ory does no
t so much record ev
ents as discursively activate them in a frame hitherto absent and disallowed. For Villagr
a, writing history is the practice through which he can name and advance a conquest that has been silenced; for Onate, restoring history is the practice through which he advances a conquest without giving it that name. For both men; not
hing less than their coherent social identity is at stake: under the distract
embrance as
for their very presence.
Hi
story as Conquest
Ramon Gutierrez has argued that Onate's strategies are guided by the know
ledge that