Singing for the Dead: The Politics of Indigenous Revival in Mexico

Index

Index Academia de la Lengua Mixteca (Ve’e Tu’un Savi; Academy of the Mixtec Language), 205, 225–26 Academia de las Lenguas Mayas de Guate‑ mala (almg; Academy of Mayan Languages of Guatemala), 202–3, 225 acculturation, 40, 54, 71, 211, 221. See also assimilation; indigenismo; mestizaje activism and activists. See political activism ; political activists agriculture in the Sierra Mazateca, 10, 72, 260n42 Aguirre Beltrán, Gonzalo (director of ini), indigenista policies of, 54–55 Alberto Prado Pineda. See Prado Pineda, Alberto alphabets: development and use of, xiii, 18, 34–35, 124, 127, 206, 217–18, 224–27, 257n15; diversity of, 126–27; political nature of, 224–25 altars: for dead, 108 (fig. 3.1), 118–19; in veladas, 261–62n6 alternative medicine, 188, 272–73n7 Ana (compañera of Heriberto Prado Pereda), 158–60, 172–73, 269n3 ancestors. See dead, the assimilation, 54; church policies regarding , 178; reactions to ideology and policies of, 13–14, 204, 215, 258– 59n29; as solution to Indian problem, 48–52; state’s efforts toward, 13–14, 42, 201, 205; and use of indigenous languages, 201, 206. See also acculturation ; indigenismo; mestizaje audiences, double: for indigenous authors , intellectuals, literature, and revival movements, 21–23, 28–29, 92, 193, 198, 200, 235, 247–48, 276n4 authenticity: bilingual texts and, 231–32; Catholic Church and, 187; competing models of, 173, 175–76; Day of the Dead celebrations and, 112–13; Day of the Dead Song Contest and, 27, 137, 138–39; deep Mexico and, 214–15; identity politics and, 193, 199; indigenous identity and, 74, 92, 177–80, 191, 194; insider/outsider tension and, 193, 199, 238; Mazatec identity and, 63, 89, 92, 101, 137, 138–39, 173, 176–77, 186–87, 194; Mazatec Indigenous Church and, 139, 142, 165–66, 170, 172–73, 176–77, 181–82, 184, 188–91; meaning of, 11–12; tourists in search of, 78, 89–90; and tradition and modernity, tension between, 11–12, 191. See also tradition and innovation autochthonous church (iglesia autóctana ), 98, 125–26, 167–68, 178 the autochthonous Mass (La misa autóctona ), 98 Bakhtin, Mikhail: on language, 103, 140, 244 298 index belletristic approach to indigenous literature , 18–22, 36, 231 bilingual education: effects of, 55–56, 77–78, 205; indigenous languages and, 20–21, 52, 55, 201–2; linguistic diversity and, 207; revival movements and, 56, 201–2; state policies and programs on, 20–21, 52, 55–56, 201–2, 205, 207. See also education bilingualism: in Catholic services, 168; in emerging indigenous middle class, 58, 77–78; growth of, 265n28, 276n23; role of, 247 bilingual teachers: attitudes toward bilingual education, 208, 218, 224– 25, 227; attitudes toward indigenous intellectuals, 218, 238; children of, 207–8; effects of being, 55–56, 205, 221–22; as organic intellectuals, 225 bilingual texts: advantages and use of, 228–30, 233, 247; availability of, 220; implications of, 28, 198–200; literacy in indigenous languages and, 200; and publishing historical indigenous-­ language texts, 275n16; reading, 198–200, 222–24, 230–31; writing in, by indigenous authors, 28–29, 119, 149, 198–200, 212–13, 220, 229, 231–33, 241 Bonfil Batalla, Guillermo. See Deep Mexico brujos (witches), 32, 69, 252n2, 259n37 Carrera González, Florencio, 218; disagreement with Heriberto Prado Pereda, 144 catechists, 125, 161–62; Heriberto Prado Pereda and, 100, 163, 219; roles and duties of, 125, 161–62, 168, 268n18; singing and promoting church songs, 100, 125, 135, 143 Catholic Church: Alberto Prado Pineda’s involvement in, 96, 98–99, 123, 156; autochthonous church and, 178, 179; conflict with Heriberto Prado Pereda, 158–62, 177–80, 185, 188, 272n4; criticisms of, by Heriberto Prado Pereda, 163–64, 169–70, 177–80, 184– 85, 188, 189, 270–71n31, 272n4; Day of the Dead fiesta and, 98, 107; Day of the Dead Song Contest and, 125, 140, 185, 219; defections from, 158– 60, 163, 178–79; effect of, on revival movements, 56–57, 92; enculturation and, 41, 96–97, 178; goals of, 42, 178; Heriberto Prado Pereda’s activities in, 93–96, 99–100, 123, 148, 156, 161–62, 169, 177, 219; indigenismo and, 122–23, 167, 179; and indigenous culture, support of, 55, 178–79; indigenous education and, 56–57, 257n19; indigenous identity and, 187; and indigenous intellectuals, effect on, 56–57, 92; indigenous languages and, 35–36, 38, 41, 47–48, 56–57; and indigenous people, relationship with (see under indigenous people and populations); John Paul ii, Pope, 97, 99, 130, 180; Josefino missionaries, 93...