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University of Texas. Library. Latin American Collection

Published: 1969

Total Pages: 752


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The conquest of Guatemala was brutal, prolonged and complex, fraught with intrigue and deception, and not at all clear-cut. Yet views persist of it as an armed confrontation whose stakes were evident and whose outcomes were decisive, especially in favor of the Spaniards. A critical reappraisal is long overdue, one that calls for us to reconsider events and circumstances in the light of not only new evidence but also keener awareness of indigenous roles in the drama. While acknowledging the prominent role played by Pedro de Alvarado (1485–1541), Strike Fear in the Land reexamines the conquest to give us a greater appreciation of indigenous involvement in it, and sustained opposition to it. Authors W. George Lovell, Christopher H. Lutz, and Wendy Kramer develop a fresh perspective on Alvarado as well as the alliances forged with native groups that facilitated Spanish objectives. The book reveals, for instance, that during the years most crucial to the conquest, Alvarado was absent from Guatemala more often than he was present; he relied on his brother, Jorge de Alvarado, to act in his stead. A pact with the Kaqchikel Maya was also not nearly as solid or long-lived as previously thought, as Alvarado’s erstwhile allies soon turned against the Spaniards, fomenting a prolonged rebellion. Even the story of the K’iche’ leader Tecún Umán, hailed in Guatemala as a national hero who fronted native resistance, undergoes significant revision. Strike Fear in the Land is an arresting saga of personalities and controversies, conveying as never before the turmoil of this pivotal period in Mesoamerican history.
"The one source that sets reference collections on Latin American studies apart from all other geographic areas of the world.... The Handbook has provided scholars interested in Latin America with a bibliographical source of a quality unavailable to scholars in most other branches of area studies." —Latin American Research Review Beginning with volume 41 (1979), the University of Texas Press became the publisher of the Handbook of Latin American Studies, the most comprehensive annual bibliography in the field. Compiled by the Hispanic Division of the Library of Congress and annotated by a corps of more than 130 specialists in various disciplines, the Handbook alternates from year to year between social sciences and humanities. The Handbook annotates works on Mexico, Central America, the Caribbean and the Guianas, Spanish South America, and Brazil, as well as materials covering Latin America as a whole. Most of the subsections are preceded by introductory essays that serve as biannual evaluations of the literature and research under way in specialized areas. The Handbook of Latin American Studies is the oldest continuing reference work in the field. Lawrence Boudon, of the Library of Congress Hispanic Division, has been the editor since 2000, and Katherine D. McCann has been assistant editor since 1999. The subject categories for Volume 60 are as follows: Art History (including ethnohistory) Literature (including translations from the Spanish and Portuguese) Music Philosophy: Latin American Thought
Obra que proporciona pautas comunes para unificar objetivos, contenidos y criterios de evaluación en los centros participantes.
A case study in the divergent evolution of Mexico's Zapotec and Mixtec civilizations, this collection has become a basic resource in the literature of Mesoamerican prehistory and has been widely cited by scholars working on divergent evolution in other parts of the world. Originally published by Academic Press in 1983, a new introduction by the editors updates the volume in terms of discoveries made during the subsequent two decades.
The book is entitled History Wars in the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the 'Black Armband' and 'Whitewash' factions in Australia who adopt opposingly celebratory or denigratory views of Australian history, especially when evaluating episodes of poor racial relations. There are also tensions between traditional/patriotic views of history teaching and reformed or 'new' history. There are issues of political control of the curriculum and parallel issues of who writes it (very topical in England at the moment over two expat 'big picture' historians who work at Harvard and Columbia (Niall Ferguson and Simon Schama)).