A Nationalist Metaphysics: State Fixations, National Maps, and the Geo-Historical Imagination in Nineteenth-Century Mexico

Craib, Raymond B.

doi:10.1215/00182168-82-1-33

Cited by 43 publications

(5 citation statements)

References 65 publications

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“…En premier lieu, ce manque d'attention (si l'on peut dire) est lié aux traditions spatiales et cartographiques qui définissaient des confins (confines) entre juridictions contigües plutôt que des lignes de séparation claires. La prise en compte de cette culture permettrait peut-être de revisiter l'affirmation suivante de l'historien Raymond Craib: «sans une carte fiable, le nouveau gouvernement ne pouvait guère commencer à concevoir, sans parler d'achever, la réorganisation politique du territoire 72 ». En offrant aux villes et villages de l'Amérique centrale le choix d'appartenir à l'un ou l'autre État dans la Fédération, et en convoquant un refe-rendum au Chiapas à propos de son incorporation à l'Amérique centrale ou au Mexique, les autorités de la nouvelle nation et ses États constituants construisirent des territoires à partir de pièces de puzzle de différentes tailles, formes et importances.…”

Section: Discussionunclassified

Villes et frontières : définir un territoire souverain pour la Fédération de l’Amérique centrale, 1821-1843

Dym¹

2009

Les Empires Atlantiques Des Lumières Au Libéralisme (1763-1865)

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Section: Discussionunclassified

Villes et frontières : définir un territoire souverain pour la Fédération de l’Amérique centrale, 1821-1843

Dym¹

2009

Les Empires Atlantiques Des Lumières Au Libéralisme (1763-1865)

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“…In addition, the hierarchical structure and culture of the Mexican forest service, with high level officials based in Mexico City asserting control over the creation and interpretation of regulations, cannot be successfully understood by entirely ignoring the structures of the state. Although the state is not monolithic, neither is it completely diffuse; as Sivaramakrishnan points out, the state is a more or less loosely linked set of institutions of varying unity and strength (Sivaramakrishnan, 1994), which are notably patchy spatially (Craib, 2002;Winichakul, 1994) and discontinuous in time (Anderson, 1991). These institutions generate forms of knowledge and ignorance that are not uniformly spread out as 'official knowledge' accepted by all officials.…”

Section: State Making and Official Knowledgementioning

confidence: 99%

Power/Knowledge, Power/Ignorance: Forest Fires and the State in Mexico

Mathews

2005

Hum Ecol

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For over a century the Mexican state has justified its control of forests by claiming that rural people are ignorant and destructive fire setters, in the face of abundant evidence to the contrary. Academic and popular stereotypes of the state have tended to assume that official power and knowledge go hand in hand. In an institutional ethnography of the Mexican environment agency, SEMARNAP, I show how official ignorance is deployed both within and outside state forestry institutions, and how ignorance and complicity may be as important as knowledge in asserting state power. Rather than internalizing official fire discourse, rural people in Mexico learn to mouth polite fictions in their encounters with officials. I argue that the scholarship on governmentality derived from Foucault has uncritically internalized the link between power and knowledge. A closer attention to the production and translation of knowledge within state institutions leads to a more nuanced understanding of various forms of obscurity and ignorance which accompany official knowledge claims.

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“…It could be said that historical maps play a key role in the history teaching field, together with the narratives: they actively help to produce an effect of reality and credibility in the master narratives they go with. However, in the same way, maps not only help to legitimize the content of narratives, but they also create and foster national historical narratives (Craib, 2002). For example, after Iraq troops invaded Kuwait in 1990, the government of that country produced two atlases to shatter Iraq government's intentions to reclaim Kuwait as a part of their territory (Culcasi, 2011).…”

Section: Introductionmentioning

confidence: 99%

Historical maps as a neglected issue in history education. Students and textbooks representations of territorial changes of Spain and Argentina

Parellada,

Rodríguez-Moneo,

Carretero

2024

Front. Educ.

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In the last years, history education has become a highly developed field, which is receiving considerable attention not only from educators but also from historians, philosophers of history, and social scientists in general. In this vein, seminal empirical and theoretical papers have focused on how history is taught to students and what are the different abilities that should be developed with the end to critically understand historical processes. These abilities are related to key concepts in the field such as historical thinking, historical consciousness, and historical culture. The aim of this paper is to focus on a matter not much considered in any of these approaches. This is to say, “where” the historical processes occurred. Usually the “where” implies a specific territory that is under dispute. In this vein, territories and their transformation through different time periods are represented by historical maps reproduced in atlas and textbooks. But these representations could have several bias and also tend to provide a number of incomplete ideas among the students and citizens in general. In relation to this, it is necessary study not only the features of historical maps but, also, how students appropriate them. This appropriation could be influenced by an essentialist view of the nation through historical master narratives. This is what we have found in our initial empirical studies in Spain and Argentina. Additional empirical studies are needed to improve history education studies from the point of view of the development of historical thinking and historical consciousness taking into account how historical maps and territorial changes are represented by both students and textbooks.

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A Nationalist Metaphysics: State Fixations, National Maps, and the Geo-Historical Imagination in Nineteenth-Century Mexico

Cited by 43 publications

References 65 publications

Villes et frontières : définir un territoire souverain pour la Fédération de l’Amérique centrale, 1821-1843

Villes et frontières : définir un territoire souverain pour la Fédération de l’Amérique centrale, 1821-1843

Power/Knowledge, Power/Ignorance: Forest Fires and the State in Mexico

Historical maps as a neglected issue in history education. Students and textbooks representations of territorial changes of Spain and Argentina

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