appreciate call “safe houses.” We intellectual as horizontal,

the course

the importance of what we came to used the term to refer to social and groups can constitute themselves with

Notes

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‘For an introduction in English to these and other aspects of Pomas work, see Rolena Adorno. Adorno and Mercedes

spaces where

Guaman

homogeneous,

sovereign

communities

of trust, shared understandings, temporary high degrees iswhy, as we of oppression. This from protection legacies curricula should not seek to replace realized, multicultural ethnic or women’s

studies,

Lopez-Baralt pioneered the study ofAndean symbolic systems inGua man Poma. was as 2It is farfromclear that theRoyal Commentaries benign as the a role inmain assume. to seemed The book

certainly played Spanish Andes. In and aspirations of indigenous elites in the taining the identity themid-eighteenth century, a new edition of theRoyal Commentaries was a suppressed by

Spanish authorities because itspreface included Peru and Sir Walter that the would invade English prophecy by Raleigh restorethe Incamonarchy. 3The discussion of community here is

summarized frommy essay “LinguisticUtopias.” “For information about this program and the contents of courses write Program inCultures, Ideas, Values (CIV), Stanford taught in it, CA 94305.

Univ., Stanford,

groups need places forhealing legaciesof subordination,
and mutual shared recognition, safe houses inwhich to construct claims on the world understandings, knowledges, zone. can contact that they then bring into the course our in the Americas

remains to Meanwhile, job out how to make that crossroads the best site for figure arts of the contact zone. These will include, we are sure,

for example.

Where

there are

We are lookingforthepedagogical learningthatitcan be.

with the ideas, exercisesin storytelling and in identifying
interests, histories, transculturation and attitudes of others; work and collaborative and in experiments in the arts of

Works

Cited_

critique, parody, and comparison (including unseemly
comparisons the between elite and vernacular cultural forms); redemption of the oral; ways to move for people out to engage

Adorno, Rolena. Guaman Poma de Ayala: Writing and Resistance in Colonial Peru. Austin: U ofTexas P, 1986. Anderson, Benedict. Imagined Communities: Reflectionson theOrigins Nationalism.

London: Verso, 1984. and Spread of Garcilaso de laVega, El Inca. Royal Commentaries of theIncas. 1613. Austin: U ofTexas P, 1966. Guaman Poma de Ayala, Felipe. El primer nueva coronica y buen

Murra and Rolena Adorno. Mex gobierno.Manuscript. Ed. John ico: Siglo XXI, 1980.

with suppressedaspects of history (including theirown
histories), authenticity; ways ground of 0/rhetorics across lines rules for communication into and

of difference and hierarchythatgo beyond politenessbut
maintain important in mutual a respect; systematic approach of cultural mediation. These concept to the all arts were

in every room at the extraordinary Pittsburgh con play ference on literacy. I learned a lot about them there, and I am thankful.

Pratt,Mary Louise. “Linguistic Utopias.” The Linguistics of Writing. Ed. Nigel Fabb et al.Manchester: Manchester UP, 1987. 48-66. Trevino, Gloria. “Cultural Ambivalence tion.”Diss. StanfordU, 1985. in

Early Chicano Prose Fic