Brigadistas

In our post-9/11 environment, our sense of relative security and stability as privileged subjects living in the heart of Empire has been profoundly shaken. Hollander explores the forces that have brought us to this critical juncture, analyzing the role played by the neoliberal economic paradigm and conservative political agenda that emerged in the West over the past four decades with devastating consequences for the hemisphere's citizens. Narrative testimonies of progressive U.S. and Latin American psychoanalysts illuminate the psychological meanings of living under authoritarian political conditions and show how a psychoanalysis "beyond the couch" contributes to social struggles on behalf of human rights and redistributive justice. By interrogating themes related to the mutual effects of social power and ideology, large group dynamics and unconscious fantasies, affects and defenses, Hollander encourages reflections about our experience as social/psychological subjects.

In the twentieth century, illiteracy and its elimination were political issues important enough to figure in the fall of governments (as in Brazil in 1964), the building of nations (in newly independent African countries in the 1970s), and the construction of a revolutionary order (Nicaragua in 1980). This political biography of Paulo Freire (1921-97), who played a crucial role in shaping international literacy education, also presents a thoughtful examination of the volatile politics of literacy during the Cold War. A native of Brazil's impoverished northeast, Freire developed adult literacy training techniques that involved consciousness-raising, encouraging peasants and newly urban peoples to see themselves as active citizens who could transform their own lives. Freire's work for state and national government agencies in Brazil in the early 1960s eventually aroused the suspicion of the Brazilian military, as well as of U.S. government aid programs. Political pressures led to Freire's brief imprisonment, following the military coup of 1964, and then to more than a decade and a half in exile. During this period, Freire continued his work in Chile, Nicaragua, and postindependence African countries, as well as in Geneva with the World Council of Churches and in the United States at Harvard University. Andrew J. Kirkendall's evenhanded appraisal of Freire's pioneering life and work, which remains influential today, gives new perspectives on the history of the Cold War, the meanings of radicalism, and the evolution of the Left in Latin America.

This in-depth examination of one of the most controversial episodes in U.S.-Cuba relations sheds new light on the program that airlifted 14,000 unaccompanied children to the United States in the wake of the Cuban Revolution. Operation Pedro Pan is often remembered within the U.S. as an urgent “rescue” mission, but Deborah Shnookal points out that a multitude of complex factors drove the exodus, including Cold War propaganda and the Catholic Church’s opposition to the island’s new government. Shnookal illustrates how and why Cold War scare tactics were so effective in setting the airlift in motion, focusing on their context: the rapid and profound social changes unleashed by the 1959 Revolution, including the mobilization of 100,000 Cuban teenagers in the 1961 national literacy campaign. Other reforms made by the revolutionary government affected women, education, religious schools, and relations within the family and between the races. Shnookal exposes how, in its effort to undermine support for the revolution, the U.S. government manipulated the aspirations and insecurities of more affluent Cubans. She traces the parallel stories of the young “Pedro Pans” separated from their families—in some cases indefinitely—in what is often regarded in Cuba as a mass “kidnapping” and the children who stayed and joined the literacy brigades. These divergent journeys reveal many underlying issues in the historically fraught relationship between the U.S. and Cuba and much about the profound social revolution that took place on the island after 1959. Publication of the paperback edition made possible by a Sustaining the Humanities through the American Rescue Plan grant from the National Endowment for the Humanities.

The author argues that modern notions of literacy can and should be informed by past successes in the field of literacy, but that there may be geographic and linguistic obstacles to knowing about them. Consequently, this book offers a view of the 1980 Cruzada Nacional de Alfabetización (CNA) or the National Literacy Crusade through the lens of a contemporary literacy professional in the United States. The goals of this book are to critically examine an important moment in the global history of literacy, celebrate the many successes of the crusade, analyze the transformative possibilities of such an endeavor, uncover the implications of the campaign for literacy today, and share an understanding of this historical event with an English-speaking audience. Practicing teachers, preservice teachers, teacher educators, and those interested in transforming education will read this book and engage in critical, collegial dialogue about what we do in schools, why we do what we do, and what might need to change in order to better meet the needs of our students, their teachers, and our democracy.

Dengue fever is the world’s most prevalent mosquito-borne illness, but Alex Nading argues that people in dengue-endemic communities do not always view humans and mosquitoes as mortal enemies. Drawing on two years of ethnographic research in urban Nicaragua and challenging current global health approaches to animal-borne illness, Mosquito Trails tells the story of a group of community health workers who struggle to come to terms with dengue epidemics amid poverty, political change, and economic upheaval. Blending theory from medical anthropology, political ecology, and science and technology studies, Nading develops the concept of “the politics of entanglement” to describe how Nicaraguans strive to remain alive to the world around them despite global health strategies that seek to insulate them from their environments. This innovative ethnography illustrates the continued significance of local environmental histories, politics, and household dynamics to the making and unmaking of a global pandemic.

The often bloody struggles of Central America have dominated news reports for a long time. Behind the headlines lies an enormous population of the desperately poor, and it is axiomatic that they are rendered even more powerless by widespread illiteracy. What actually counts as literacy is less clear. Archer and Costello describe some of the most exciting and innovative programmes designed to overcome the problem and how, as they worked with many of them, they discovered how varied and controversial they are. El Salvador, Nicaragua, Honduras, Ecuador, Mexico, Chile, Bolivia and Guatemala are all included, and for each country the authors have provided a thrilling account of the lives and circumstances of the people who both teach and learn as well as describing the varied forms that literacy teaching, even literacy itself, can take. This book is not only about literacy, but is also a guide to the societies of one of the world's most troubled regions. Originally published in 1990

We came to the task of editing this book from different disciplines and back grounds but with a mutuality of interest in exploring the concept of literacy campaigns in historical and comparative perspective. One of us is a professor of comparative education who has participated in and written about literacy campaigns in Third World countries, notably Nicaragua; the other is a com parative social historian who has written on literacy campaigns in Western his tory. Both of us believed that literacy could only be understood in particular As Harvey Graff has noted, "to consider any of the ways in historical contexts. which literacy intersects 'with social, political, economic, cultural, or psychological life ... requires excursions into other records.") Thus, we have set out in this edited collection to explore some five hundred years of literacy campaigns in vastly different societies: Reformation Germany, early modern Sweden and Scotland, the nineteenth-century United States, nineteenth- and early twentieth-century Russia and the Soviet Union, pre Revolutionary and Revolutionary China, and a variety of Third World countries in the post-World War II period (Tanzania, Cuba, Nicaragua, and India). In addition, we have included studies of the UNESCO-sponsored Experimental World Literacy Program and recent adult literacy efforts in three industrialized Western countries (the United Kingdom, France, and the United States).

This book explores the significant contributions of African American women radical activists from 1955 to 1995. It examines the 1961 case of African American working-class self-defense advocate Mae Mallory, who traveled from New York to Monroe, North Carolina, to provide support and weapons to the Negroes with Guns Movement. Accused of kidnapping a Ku Klux Klan couple, she spent thirteen months in a Cleveland jail, facing extradition. African American women radical activists Ethel Azalea Johnson of Negroes with Guns, Audrey Proctor Seniors of the banned New Orleans NAACP, the Trotskyist Workers World Party, Ruthie Stone, and Clarence Henry Seniors of Workers World founded the Monroe Defense Committee to support Mallory. Mae’s daughter, Pat, aged sixteen also participated, and they all bonded as family. When the case ended, they joined the Tanzanian, Grenadian, and Nicaraguan World Revolutions. Using her unique vantage point as Audrey Proctor Seniors’s daughter, Paula Marie Seniors blends personal accounts with theoretical frameworks of organic intellectual, community feminism, and several other theoretical frameworks in analyzing African American radical women’s activism in this era. Essential biographical and character narratives are combined with an analysis of the social and political movements of the era and their historical significance. Seniors examines the link between Mallory, Johnson, and Proctor Seniors’s radical activism and their connections to national and international leftist human rights movements and organizations. She asks the underlying question: Why did these women choose radical activism and align themselves with revolutionary governments, linking Black human rights to world revolutions? Seniors’s historical and personal account of the era aims to recover Black women radical activists’ place in history. Her innovative research and compelling storytelling broaden our knowledge of these activists and their political movements.