LEADER 03615nam 2200661 a 450 001 9910955560103321 005 20240418054531.0 010 $a9780299289331 010 $a0299289338 010 $a9781283991049 010 $a1283991047 035 $a(CKB)2550000000996627 035 $a(OCoLC)830938773 035 $a(CaPaEBR)ebrary10650678 035 $a(SSID)ssj0000820140 035 $a(PQKBManifestationID)11515128 035 $a(PQKBTitleCode)TC0000820140 035 $a(PQKBWorkID)10863317 035 $a(PQKB)11427054 035 $a(MiAaPQ)EBC3445289 035 $a(MdBmJHUP)muse19167 035 $a(Au-PeEL)EBL3445289 035 $a(CaPaEBR)ebr10650678 035 $a(CaONFJC)MIL430354 035 $a(OCoLC)927484306 035 $a(Perlego)4512142 035 $a(EXLCZ)992550000000996627 100 $a20120430d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aNegotiating empire $ethe cultural politics of schools in Puerto Rico, 1898-1952 /$fSolsiree del Moral 205 $a1st ed. 210 $aMadison $cUniversity of Wisconsin Press$dc2013 215 $a1 online resource (244 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9780299289348 311 08$a0299289346 320 $aIncludes bibliographical references and index. 327 $aIntro -- Contents -- List of Illustrations -- Acknowledgments -- Introduction: Hacer patria -- Chapter 1. The Politics of Empire, Education, and Race -- Chapter 2. El magisterio (the Teachers) -- Chapter 3. Citizenship, Gender, and Schools -- Chapter 4. Testing for Citizenship in the Diaspora -- Chapter 5. Parents and Students Claim Their Rights -- Conclusion: Education, Nation, and Empire -- Notes -- Bibliography -- Index. 330 8 $aAfter the United States invaded Puerto Rico in 1898, the new unincorporated territory sought to define its future. Seeking to shape the next generation and generate popular support for colonial rule, U.S. officials looked to education as a key venue for promoting the benefits of Americanization. At the same time, public schools became a site where Puerto Rican teachers, parents, and students could formulate and advance their own projects for building citizenship. In Negotiating Empire, Solsiree del Moral demonstrates how these colonial intermediaries aimed for regeneration and progress through education. Rather than seeing U.S. empire in Puerto Rico during this period as a contest between two sharply polarized groups, del Moral views their interaction as a process of negotiation. Although educators and families rejected some tenets of Americanization, such as English-language instruction, they also redefined and appropriated others to their benefit to increase literacy and skills required for better occupations and social mobility. Pushing their citizenship-building vision through the schools, Puerto Ricans negotiated a different school project-one that was reformist yet radical, modern yet traditional, colonial yet nationalist. 606 $aEducation$zPuerto Rico$xHistory 606 $aAmericanization$xHistory 607 $aPuerto Rico$xHistory$y1898-1952 607 $aPuerto Rico$xColonial influence 615 0$aEducation$xHistory. 615 0$aAmericanization$xHistory. 676 $a972.9505/2 700 $aMoral$b Solsiree del$01814845 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910955560103321 996 $aNegotiating empire$94368982 997 $aUNINA