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

• ed watch of the monarch, th
• ey operate not so much for the ir future rem

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