Arts Of The Contact Zone By Pratt

Essay, Research Paper

In "Arts of the Contact Zone," Mary Louise Pratt introduces a term

very unfamiliar to many people. This term, autoethnography, means the way in

which subordinate peoples present themselves in ways that their dominants have

represented them. Therefore, autoethnography is not self-representation, but a

collaboration of mixed ideas and values form both the dominant and subordinate

cultures. They are meant to address the speaker’s own community as well as the

conqueror’s. Pratt provides many examples of autoethnography throughout her

piece, including two texts by Guaman Poma and her son, Manuel. Although very

different in setting, ideas, and time periods, they accomplish the difficult

goal of cross-cultural communication. Guaman Poma, an Andean who claimed noble

Inca descent, wrote a twelve hundred page long letter in 1613 to King Philip III

of Spain. This manuscript was particularly unique because it was written in two

languages, Spanish and Quechua, the native language of the Andeans.

"Quechua was not thought of as a written language . . . ., nor Andean

culture as a literate culture" (584). This letter proved the theory wrong.

Somehow, Poma interacted with the Spanish in a "contact zone", which

is a "social space where cultures meet, clash, and grapple with each

other" (584). This communication forced him to learn the Spanish culture

and use it to his advantage. With his new found knowledge, he presented to the

world a piece of work that incorporated Andean customs and values with European

manners and ideas, exemplifying the idea of cross-cultural communication. The

only flaw in his piece was that it never reached its intended recipient and

therefore, did not get recognized until it was three hundred fifty years too

late. Poma combines his Andean knowledge with his Spanish knowledge. He

"constructs his text by appropriating and adapting pieces of the

representational repertoire of the invaders" (589). At one point, he makes

the Spaniards seem foolish and greedy. "The Spanish, . . . ., brought

nothing of value to share with the Andeans, nothing ‘but armor and guns with the

lust for gold, silver, gold and silver’. . . ." (587). It is obvious from

this quote that Poma intentionally exaggerates the Spaniards to be an avaricious

people. He believes that they have brought nothing useful to the Andeans but

ways of greed and a hunger for power. By writing in their own language, Poma

shows his oppositional representation of the Spaniards. His transcultural

character is not only seen in the written text, but also in the visual content

of some four hundred pages. The drawings show the subordinate-dominant plane of

the Spanish conquest. They depict the Inca way of life, as well as the greedy

nature of the Spanish. The drawings themselves are European in style, but

"deploy specifically Andean systems of spatial symbolism that express

Andean values and aspirations" (589). In Andean symbolism, the height at

which a person or people are drawn indicate their power and authority in

society. Poma mocks the Spanish in one of his drawings by showing the Andean and

the Spaniard at the same level, knowing that the Spanish believed that they were

the dominant culture. His drawings, along with their own individual

autoethnographic captions, help to emphasize the transcultural symbolism and

nature of his manuscript. Together, they accentuate the ideas of autoethnography.

Poma’s letter is not Pratt’s only way of exhibiting an autoethnographic text.

She also uses her son, Manuel’s, experiences in grammar school to further

emphasize her point of cross-cultural communication. The teacher-pupil

relationship is just one of many examples of a dominant-subordinate

relationship. The teacher gives out a task and the student is expected to obey

the command. In this particular situation, Manuel’s teacher asks them to write a

paragraph using single-sentence responses to a few questions. Manuel, unwilling

to be the subordinate, tries to resist the assignment in a clever way, since he

is expected "to identify with the interests of those in power over

him-parents, teachers, doctors, public authorities" (592). His mockery of

the task is seen right from the title of his paragraph, "A Grate Adventchin."

The words of the title are not misspelled because Manuel is not a good speller,

but are purposely misspelled because of his intent to defy the authority figure,

his teacher. The concept of autoethnography is clearly seen in this situation.

Although Manuel’s paragraph was a mass of misspellings, his teacher still

rewarded him with the usual star for completion of the task assigned or for just

obeying orders. The humor of it was not recognized. It could have been that his

teacher did not truly see Manuel’s point or

Внимание, отключите Adblock

Вы посетили наш сайт со включенным блокировщиком рекламы!
Ссылка для скачивания станет доступной сразу после отключения Adblock!

Скачать