The Other Rebellion: Popular Violence, Ideology, and the Mexican Struggle for Independence, 1810-1821.By Eric Van Eric M. Van (b. May 8 1954, Boston, Massachusetts) is an American sabermetrician, science fiction convention organizer and critical public speaker, and rock music critic. Raised in Natick, he graduated from Northfield Mt. Young. (Stanford: Stanford University Stanford University, at Stanford, Calif.; coeducational; chartered 1885, opened 1891 as Leland Stanford Junior Univ. (still the legal name). The original campus was designed by Frederick Law Olmsted. David Starr Jordan was its first president. Press, 2001. xvii plus 702 pp. $75.00/cloth). The process of Mexican independence from Spain began with the 1810 uprising of Father Hidalgo Hidalgo, state, Mexico Hidalgo (ēthäl`gō), state (1990 pop. 1,888,366), 8,058 sq mi (20,870 sq km), central Mexico. Pachuca de Soto is the capital. and his plebeian plebeian (Latin, plebs) Member of the general citizenry, as opposed to the patrician class, in the ancient Roman republic. Plebeians were originally excluded from the Senate and from all public offices except military tribune, and they were forbidden to marry patricians. followers and ended eleven years later when Iturbide, a former Spanish officer, proclaimed himself emperor of the republic. The relationship between these events and the connections between elite leaders and rural followers are not always clear. What did rural plebeian rebels hope to gain in the fight for political independence? What was the role of ideology in the independence struggle? How did Mexican independence compare to contemporary Atlantic revolutions "Atlantic Revolutions" is a cover term for a wave of late eighteenth century and early nineteenth century revolutions associated with the Enlightenment.
Van Young's findings challenge several long-standing characterizations of the independence struggle. Data from cases of 1,284 people captured for insurgent INSURGENT. One who is concerned in an insurrection. He differs from a rebel in this, that rebel is always understood in a bad sense, or one who unjustly opposes the constituted authorities; insurgent may be one who justly opposes the tyranny of constituted authorities. activity, most between 1810 and 1812, show that about 55% of the participants were identified as Indians, rather than mestizo mestizo (māstē`sō) [Span.,=mixture], person of mixed race; particularly, in Mexico and Central and South America, a person of European (Spanish or Portuguese) and indigenous descent. , as historians influenced by the "cosmic race Cosmic Race was a video game developed for the PlayStation system, which became famous after receiving the dishonor of a "0.0" rating in Game Players magazine. As the title implies, it was ostensibly a spaceship-racing game, created by the Japanese company Neorex. " idea (the idea of Mexico as an heroic mestizo nation) have long assumed. Appendix A discusses the methods used to analyze this data. Rural insurgents were motivated to participate by frustration at personal and professional setbacks; by loyalties based on ties of kinship, friendship, and love; and by longstanding local alliances and feuds. The local nature of rural rebels' concerns is illustrated by the fact that insurgent activities generally took place close to home, especially for Indians. Van Young also challenges the traditional emphasis on the power of leaders to incite To arouse; urge; provoke; encourage; spur on; goad; stir up; instigate; set in motion; as in to incite a riot. Also, generally, in Criminal Law to instigate, persuade, or move another to commit a crime; in this sense nearly synonymous with abet. insurgents. Indian notables, whose influence was feared by colonial authorities, were underrepresented un·der·rep·re·sent·ed adj. Insufficiently or inadequately represented: the underrepresented minority groups, ignored by the government. in the insurgent forces as compared to Indians in general, probably because of their ties to the colonial regime, the source of much of their authority and material benefits. The majority of "cabecillas," or low-level leaders, were not indigenous and did not have village-level ties. They, like other leaders, facilitated rather than motivated the participation of rural insurgents. Although priest leaders like Hidalgo are often used to symbolize the independence struggle, Van Young estimates that as much as 80% of the clergy remained at least passively loyal to the crown. Priests who did get involved in the insurgency on both sides were motivated by various reasons ranging from personal discontent to political convictions. Van Young illustrates the complex web of motivations that inspired leaders through portraits of specific people, including four priest cabecillas and a delinquent-turned-cabecilla named Chito Villagran. Delinquency and rebellion were often intertwined. While Villagran's rebel activities seem to have stemmed from his pre-insurgency criminal activities, a letter sent by Villagran (probably written by a member of his entourage) indicates that he had ideological concerns as well. Villagran discussed who had the right to rule Mexico and seemed to suggest that the Mexican people together would decide on the appropriate form of rule. Appendix B contains the Spanish version of this letter. Van Young puts the rural insurgencies within the context of a longer tradition of popular discourse, protest, and collective violence. Three chapters on village riots show that local insurrections were often rooted in resentments and local politics which had pre-insurgency era roots. Older messianic ideas about mystical kingship were also an important part of rural insurgent ideology, and some Indian insurgents claimed that they were fighting for the Spanish king, who was a savior figure in their eyes, against the Spanish government
intr.v. co·a·lesced, co·a·lesc·ing, co·a·lesc·es 1. To grow together; fuse. 2. To come together so as to form one whole; unite: around a single plan of action, and also illustrates the great gulfs between elite and rural ideologies. Scholars will value The Other Rebellion as much for its methodological and theoretical insights as for its rich descriptions. This book is broad in terms of its geographical scope and time period (although the focus is on 1810-1816 Van Young places insurgents and insurgencies within the context of colonial and national history) and detailed in its attention to individuals. He shows how personal histories help explain big events. For example, on the village level the insurgency gave men who had been frustrated in their desires to achieve social mobility an opportunity to defend their villages against the attempts of Spanish authorities trying to limit village autonomy. Van Young shows that cultural factors are as important as economic factors in explaining the causes of the rural rebellion, and that the two categories are linked. He claims that the issues that underlay village riots before and during the insurgency were as much cultural as material, and that these issues were similar in both periods, although the form of the riots changed. One striking difference is that land conflicts, which were important in pre-insurgency riots, were not part of later riots. Yet Van Young suggests that both land conflicts and the insurgency served as excuses or superficial incitements to riot. Rioters' main concern in both periods was to preserve their communities, cultural traditions, and group identities from outside attempts to control their villages. According to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. Van Young, this "ethnocultural conflict" distinguishes the straggle strag·gle intr.v. strag·gled, strag·gling, strag·gles 1. To stray or fall behind. 2. To proceed or spread out in a scattered or irregular group. n. for Mexican independence from the French, English, and American revolutions of the same period and from the 1910 Mexican Revolution Mexican Revolution (1910–20) Lengthy struggle that began with the overthrow of Porfirio Díaz, whose elitist and oligarchic policies had caused widespread dissatisfaction. as well. The 1810-1821 struggle was characterized by the rural and significantly indigenous nature of the popular insurgency; the importance of religious discourse, especially for indigenous rebels; and the role of the monarch in rural ideology. He argues that these ethnic and cultural factors make theories about class conflict as the basis of social revolution inappropriate for analyzing Mexican independence. Ultimately the ethnic dimension of the rural insurgencies made creoles fear a possible race war and led them to exclude rural and indigenous people from national politics. Advanced scholars and graduate students will certainly appreciate this valuable contribution to the historiography of Mexican independence, and the vivid descriptions of people and events and the clear discussion of arguments and methodology would make this book a good choice for advanced undergraduates as well. The length may limit the possibilities of assigning it in an undergraduate course. Although I hesitate to suggest another task to Van Young after he has completed this comprehensive book, I imagine that many teachers would welcome an abridged version that could be assigned in undergraduate surveys. As it is, scholars at every level will enjoy The Other Rebellion and benefit from the empirical information, theoretical insights, and fascinating narratives which fill its pages. Joan Bristol George Mason University Named after American revolutionary, patriot and founding father George Mason, the university was founded as a branch of the University of Virginia in 1957 and became an independent institution in 1972. |
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