첫100년 동안 미 대륙 전체에서 살아남은 책은 단 4권뿐이었다.

[다른소리]

제국주의 식민의 역사를 알고 나면,,,,일본의 조선 지배는 차라리 행운이엇다고 한탄이 나온다고 하엿지요?

행여 또 오해들은 마시라....

이런 한탄이 일제의 침략의 역사적 사실을 희석시키고 잘못된 인식을 줄 수 잇다....고 깽깽거리지 말고

일제 침략이 도대체 무엇인가??.............그 본질을 정확히 이해하자는 것이다.....고.........응???

일제 식민통치의 본질은 제국주의이고

이런 제국주의에 대한 정확한 인식도 없이....민족지상에나 쩌러 때 몰려 다니며......

-일본은 사죄하라 ... -독립운동은 못해도 불매운동은 할 수 잇다....따위의 해괴한 미친짓 따윈....이젠 그만 하자는 것이라고...응??.

우린 이젠 충분하게 배웟쟎어....

스스로 찾아서 지식과 정보를 쌓을수 잇고, 자신의 인식과 철학를 정립할 수 잇다......그럴 수 잇는 환경이 되엇다고..

그렇다면 그렇게 하자는 것이라도 ...응??

심심하면 민족을 들먹거리며....일본은 사죄하라 ....위안부 배상하라.....깽깽거릴 수 잇는 인식으로...

일본과는 가희 비교조차 할 수 없는 극단적으로 악질적인  유럽의 원조 제국주의나 영국 프랑스 미국등등의 제국주의에 대한 쩌는 사대는 너무 모순적이라.....너무 역겹고....죶 같다고..........응???

함 죽 읽어 보세요......

영어 그리 어렵지 않습니다..

FOUNDATIONAL FAIRYTALES AND THE LIES THEY TELL ON BOOKS, CHILDREN AND TRUTH

• By Oriel María Siu, Last Real Indians.

• August 26, 2022

Above Photo: “School Begins” Puck Magazine, January 25, 1899 |

Depiction of Spanish American War as U.S. establishes itself as new imperial force in the Americas directly taking over Spanish ex-colonies| Image also depicts U.S. educational policies of the time, a period in which children of color were seen as less than human, animalized as non-intellectual beings, and were clearly excluded from spaces of learning. In the image, children of color appear either as complete outsiders, as beings who lack intellectual capacities, or as white peoples’ servants, manifesting the dominant thought of the time.

미국이 스페인 식민지를 직접 인수하는 미주 지역의 새로운 제국주의 세력으로 자리 매김한 스페인 - 미국 전쟁의 묘사한 그림

그림은 당시의 미국 교육 정책을 그렷다-유색인종 아이들이 작게 보이고 비 지적 존재로 동물처럼 그려저잇고, 학습 공간에서 분명히 배제되어잇다...이 그림에서 색채의 유색인종 아이들은 완전한 외부인, 지적 능력이 부족한 존재 또는 백인족의 하인으로 등으로 나타나며 그 당시의 지배적인 사고를 보여주고 잇다.

Only Four Books Survived.

There used to be a time in occupied America when only whites were allowed to write, read, and publish books. In fact, when Europeans started occupying the continent in 1492, one of the first things they did was burn the thousands of existing books Indigenous people had written in an attempt to destroy peoples’ existing relationship with books and their contained knowledges. According to those initial colonizers, destroying the written ensured we lost access to writing, to our ways of thinking, and to centuries-old acquired knowledges on mathematics, medicine, astronomy, maps, history, plant science, poetry, literatures, and even tax-records. Only four books survived the first 100 years of the occupation, in the entire continent. This was a process Europeans paired with genocide of Indigenous populations, bringing the then existing population of Abya Yala (termed “America” by the colonizers) from an approximate 100 million people in 1492, to 2 million by 1592, a fact we hardly ever get to learn at schools or universities.

유럽인들의 미 대륙의 점령이 시작된 이후 첫100년 동안 대륙 전체에서 살아남은 책은 단 4권뿐이었다. 이것은 유럽인들이 원주민 집단 학살과 짝을 이루며, 이 학살로 1492년 Abya Yala (식민지 개척자에 의해 "America"라고 불림)의 약 1 억 명의 인구는 1592 년에 2 백만 명으로 줄엇다..이런것을  학교 나 대학에서 거의 가르치지 않는 것이다.

Later, through a series of anti-literacy laws that made it illegal for enslaved and free people of color to read or write, -and through the systemic exclusion of Indigenous, Black, Brown and later Asian lives from spaces of learning and knowledge production (as well as reproduction)-, Eurocentric frameworks of thought and white supremacy ensured themselves long lasting life in books published and circulated in the Americas –all types of books.

With some exceptions, from the 1500s to the 1960s, whites, and more specifically, white males, wrote an abundance of racist and sexist science books, geography books, philosophy, medical journals, scholastic magazines, the first world encyclopedias, novels, short stories, plays, nursery rhymes, and school textbooks, setting the foundations and theoretical frameworks for the academic disciplines that structure our school and university curricula to this day: the Humanities, the Social Sciences, and the Sciences.

Masked as objective, “universal”disciplines, these areas of study are actually grounded in white supremacist and patriarchal thought, frameworks, and content.

(보편적-----아마도 인문 사회학에 관심잇는 사람치고 이 단어 만큼 구역질 나는 단어는 없어 보입니다......그들은 반대편의 파시즘, 전체주의 따위의  단어에  대신되는 자신들의 보편성을 이야기 하지만...이 또한 백인 중심, 기독교 중심의, 서구중심의 비보편적인 배타성인것은 틀림없습니다......) 

Guiding the excessive production of books by white males during those first 450 years of white settler colonialism in the Americas, was the very concept of race. Invented by whites post 1492 to justify genocide against Indigenous populations, the taking of lands, the systemic oppression of Indigenous knowledge-worlds, and later to give logic to slavery and other forms of oppressions against people of color, the made-up concept of race is based on the idea that there is one superior race that can possess, write, study, think of the world, and thus control it, and four other “inferior” races who, “lacking the intellectual” or “civilizatory” “capacities” of whites, can only be owned, studied, be written about, be thought of, and thus, be controlled.

--))제국주의와 인종주의, 종자주의는 표리관계입니다.

민족주의란  nationalism 을 일본인들이 그리 번역한 것입니다..국가주의라는 번역이 오히려 더 어울리지만, 국가주의는 전체주의 라는 느낌을 줍니다.....요즘에는 그냥 원어 그래도 네쇼랄리즘 이라 씁니다....오히려 이런 영어가 더 편합니다.

오늘날 한인들에게 민족주의란.....종자주의, 인종주의와 국가주의가 다 짬뽕된 단어입니다.

얼마든지 뒷통수 치고, 오리발 내 밀 수 잇는 편리한 단어가 된 것이지요.

토착왜구 박멸 하자..... 따위나 나발 거려 되는 것들이 네쇼날리스트들이라고 생각하지 않습니다...

야들은 종자주의자들이고.....이들의 배타성과 똥 고집은 ,,,,반공주의자, 수구 꼴통들 보다 더 악질적입니다.

노무현교 교도들은 다 네쇼날리름을 뒤집어 쓴 종자주의자들입니다....

그래서 다른 소린 이들을 소름끼치게 싫어 합니다..

네쇼널리즘자체의 긍정성을 부정하는 것은 아니지만, 이 또한 다른소리 취향은 아닙니다..

민족주의던 종자주의던 네쇼날리즘이던..............몽땅....다른소리에겐 ..죶 입니다.

Frantz Fanon described the ensuing system of racism as a hierarchy that can best be understood along the line of the human. Placed above the line, are those classified as fully human. Below it, are those classified as sub-human, or non-human. Whereas the humanity of those considered fully human is always granted and recognized, that of the sub-human is not. Instead, their humanity is continuously negated, questioned, and/or diminished.

세칭 좌파, 진보진영 사람 치고 파농의 책을 읽어 보지 않는 사람들은 드물것입니다....소리라도 들어 봣겟지요

그런데 이들이 한결같이 네쇼날리스트인 것은 ..영 거북합니다.

이분을 차마 종자주의자, 인종주의자라고 할 수는 없을 것입니다...그런데 

그것을 빼고 나면 무엇이 남나요??

During the 1800s and early 1900s, these so called “men of letters,” as these white pseudo-scholars called themselves, even went around the world measuring people of color’s skulls and brains with the intent of proving that whites had larger skulls, and thus a higher intellectual capacity than any of the other so called four “races.” Their publications were used to justify not just continued land theft in Turtle Island (North America), but also further genocide and oppression of Indigenous populations worldwide as the United States invaded and colonized territories in the Caribbean, Latin America, and Asia in the late 1800s and first half of the 1900s, meanwhile internally continuing genocidal policies against First Nations of Turtle Island through massacres and the American Indian Boarding school system existing all the way into the 1970s, a system which is well known to have been studied and revered by Adolf Hitler.(히틀러의 나찌즘, 뭇소리니의 파시즘,

루스벨트의 뉴딜....모두 같은 성격을 갖고 잇습니다...이들은 포디즘을 통해 자본주의의 생산력을 폭팔적으로 증가시켯고 이들은 모두 우성학과 인종주의자들이며 서구 우월주의자들이엇습니다...fact,fact,,,노무현이 청와대에서 640만불을 받아 처 먹은 것 만큼이나 분명한 사실입니다) 

 Turtle Island ....원주민들은 북미대륙을 이렇게 생각 햇답니다.

White males wrote a lot during those first 450 years of occupied America, all the while illegalizing and/or limiting the capacities of Indigenous people and people of color to write and publish.

As a result, the representation of white patriarchal histories, stories, knowledges, experiences, perspectives and imaginaries became centered in books produced in the Americas, while Indigenous and people of color’s experiences, histories, stories, knowledges, perspectives, and imaginaries became decentered, when not entirely omitted, or as it has also been the case, distorted. The realm of children’s literature and school textbooks have been no exception to the expressions, manifestations and developments of white supremacist patriarchy in the United States.

“Columbus discovered America”

“We are a nation of immigrants”

“Racism is a fixed problem of the past”

“July 4th marks the birth of our nation”

“Thanksgiving”

Integral to these fictitious tales is a veneration of white settler colonialism, genocide, and patriarchy. And yet they get taught to our children as truths, the textbook conglomerates continue publishing them as history, and we are even required to celebrate each one of them through annual holidays and dedicated monthly school curricula.

(이들의 이런 쌔빨간 주술은 영어를 통해, 헐리웃 영화를 통해 세계의 주술로 퍼저 나갓고....급기야...단군 할아범을 밀어 내고 한국의 주술이 되엇지요.......단군은 몰라도 예수는 압니다...고조선은 몰라도 콜럼버스는 알지요.....한국에서 기독교의 십자라를 제거해 보세요.....무엇이 남나??............그렇다고 하여 다른소리가 국뽕을 좋아 하는 것은 아닙니다...꼭 같이 싫습니다) 

The “Columbus discovered America” fairytale ensures all pre-existing life, societies, knowledges, histories, ways of being, existing, and thinking prior to the European occupation of AbyaYala are rendered unimportant to students who learn about the history of the Americas. Under the Discovery myth, Indigenous populations are not just “backwards”, “submissive,” “savage”, and/or “prehistoric,” they are also made to be “nomadic,” implying Indigenous people had no civilization, no history, and therefore no future. But one cannot discover what already knew itself as existing. And the 100 million Indigenous people who lived in Abya Yala at the time of the 1492 European invasion surely knew they existed. Yet the “Columbus discovered America” fairytale is among the first ones taught to children, often during the Pre-Kindergarten years. It has been taught to my own daughter, for example, during her Pre-K, Kindergarten, 1st, 2nd and 3rd Grades. She is about to enter 4th grade and has been schooled in both Los Angeles and now Central America.

대부분의 국민국가(national state)에서 의 교육은 권리가 아닌 의무로 규정하고 잇습니다...한국에서도 교육은 의무로 규정되어 잇지요.......그들은 왜 교육을 의무로 규정하여 기어코 학교를 다니라고 한 것일까요??

교육은 체체에서 한껏 써 먹을 수 잇는 인력을 찍어내는 과정입니다....그렇게 쇄뇌되어 체체에 수능하고 복종하고, 써먹을 수 잇는 지식과 기술을 갖은 개체들의 대량 복제를 국민국가를  부강하게 하는 한 요인으로 분석한 것이지요.

The Columbus discovery myth is certainly a continental myth. With its dissemination, children are taught to glorify white settler colonialism while diminishing the achievements and knowledges of societies that had been here for thousands of years prior to the arrival of Columbus, rendering them invisible. With its dissemination, this October/November standard lesson also cements colonizers’ perspectives as universal, “objective” truths,(이런 단어에 괜한 저항감을 느낄 수 잇어야 합니다......개 고기 안 처 먹는 것은 인류 보편적 가치다??..... 뭔 보편적??...) serving to altogether avoid conversation on genocide, Indigenous resistances, Indigenous world-knowledges, and their severed futures.

The Discovery myth also feeds straight into yet another myth, that of “Thanksgiving.” Both lies render settlers who committed atrocious acts of genocide and stole lands as “heroic” “explorers” or “fortunate, well-meaning individuals” who “befriended” “nomadic,” “savages,” or “worse than heathen” “Indians.” These, in turn, “helped” them get “through a tough winter” in the “New World.” Thus, the fact of genocide and the fact of land theft are entirely obliterated by these fairytales.

The “We are a nation of immigrants” fairytale is a grounding lie in America’s classrooms.  Inserted throughout the K-12 social studies and history curriculum, it downright erases the fact of genocide of Indigenous populations, European land theft of a continent they then labeled “America”, and the enslavement of millions of African peoples whom were forcibly brought into stolen lands. Neither Africans nor Indigenous peoples “immigrated” into the “nation.”

--)) 미국은 이민의 나라다.......라는 표현 자체를 인종차별주의로 인식하는 사람들도 잇습니다.

이런 사람들에게 콜럼버스나, Thanksgiving. 미국은 이민의 나라다.......따위의 표현 자체가 자극일 수 잇습니다.

한인들이,,,일제 식민 시대를 통해서 근대 서구 문물을 받아들엿고, 제도와 문화를 발전시켜 훗날 경제 발전의 기초를 마련햇다.......식으로 말 하는 사람들에게  어떤식으로 반응할지 생각해 보시기 바랍니다. 

This grounding lie is also connected to the July 4th myth, which erases the actual foundations of the settler nation, placing it in 1776, as opposed to placing it at its actual birth date: genocide, land theft, and the enslavement of those whom were forced to literally build the nation beginning 1492.

The “Racism is a fixed problem of the past” fairytale is presented every school year through dedicated Civil Rights Era lesson plans mostly centered on the achievements of select Black individuals, “heroes,” “heroines,” and specific moments from 1954 to 1968 -Brown v. Board of Education, Martin Luther King Jr., Rosa Parks, the Montgomery bus boycott, sit-ins, and nonviolent black protests. The fairytale selectively omits other moments, organizations, and figures such as Malcolm X’s, as well as the transcendental contributions of Natives, Asian-Americans, Puerto Ricans, Chicanos, white women and men to the period. Furthermore, the fairytale not only presents an existing and deeply rooted structural problem as a solved situation, “a thing of the past,” but it also presents the “solved” problem of racism in a limiting Black and white binary, which overlooks the ongoing systemic relationships of white supremacy to the varying communities of color inhabiting Turtle Island, Indigenous communities, white communities, and the land we stand on. From this fairytale, children learn that the U.S. “once made a horrible mistake against the Black community but solved it, first by freeing enslaved people, and then by allowing them to vote and ride a bus” – thus fully negating foundational genocide, land occupation, and the enduring operations of white supremacy.

**Insisting on teaching the fairytales are the same people who oppose teaching the history of white settler colonialism, race, and gender in the classrooms because the former is antithetical to the latter, and vice versa.

Opponents of teaching these subjects fear that conversation on these topics admonish all white people for being oppressors. They further claim that by avoiding these topics, we “protect” young ones from “harm,” “exposure,” “indoctrination,” “divisiveness,” and even avoid them the “discomfort” of “collective guilt” for the wrongs of the past. The claims could not be further away from what actually happens when we have these conversations with students.

“I’ve been lied to all this time!”

“I never knew this!”

(같습니다...

이런식의 반응은.....반공쇄뇌교육을 받고 사육되어온 다른소리 세대들에겐 필연적인 결과입니다..

미국인들이나 한인들이나 다를것도 없고...

더욱 걱정스러운것은.....지금 이순간에도 우리에겐 꼭 같은 반공, 백인 우월주의, 기독교의 광기가 ..다른 형태로 다른 모습으로 강제되고 잇다는 것이지요..

다른소린, 우리세대의 반공만큼이나...작금의 민주주의, 인권, 자유 따위의 담론도 그렇다고 생각합니다.

식민주의나 반공은 한번만 더 생각해 보면.....그것이 틀린 것이다....고 쉽게 깨우칠수 잇습니다..

그런데 민주주의, 인권, 자유 따위는 ...오히려 정반대로 가치로 자리잡고 잇고....여간의 노력으론 무엇이 잘못 되엇는지 알 수 조차 없습니다.....단어는 고대로 두고 내용만 바꾸기 때문입니다.

노무현교 교도들의 교주에 대한 사랑과, 반공주의자들의 빨갱이에 대한 적개심중 무엇이 더 고처지지 힘든것 같습니까??

As educator of Ethnic Studies who has mostly taught first and second year white college students 18 to 22 years of age in U.S. classrooms, I have had the opportunity to witness first-hand the results of 12 years of such claimed “protection.”

“I’ve been lied to all this time!” and “I never knew this!” are usually white college students’ first reactions to the material and discussions they engage in the Ethnic Studies classrooms, a space where white students usually have a first opportunity to discuss white settler colonialism, race, patriarchy, and the convergence of these systems in molding our society’s power structures. Most white students feel cheated, lied to, and/or troubled for not having been exposed to these essential conversations and pieces of information earlier. “Protected” is not a word they use to describe the experience. Neither is “admonished,” “divided,” “indoctrinated” or “exposed.”  Guilty sometimes – guilty for not having known earlier, a fault not of their own. Yet as we go on to unpack and understand how white privilege, white supremacy and patriarchy are, indeed, not faults of their own, nor their generations’, rather well-designed and entrenched systems(지금의 민주주의 체체, 자본주의 체체도 그렇습니다.....이게 죽겟다는 것이지요) we are conditioned into upholding since the time we are born, choosing to disrupt these then becomes a newfound purpose for many students. And the kinds of questions students begin to formulate after, unsettle the fairytaled narratives taught to them since the moment they first entered a classroom as children.

For white students, engaging in these critical and informed discussions while breaking away from lies, is liberatory. It allows them the avenues, vocabularies, tools, and critical thinking skills needed to be able to question officialized narratives, disrupt engineered silences, and understand how power works, benefits us, or obstruct us. These lessons help them make more unbiased choices in their present and future lives, -the outcomes of this being truly endless.

For students of color, Indigenous students and other historically marginalized students, being able to openly and safely speak about issues that directly affect their livelihoods and shape their experiences is life-affirming. For one, they feel included in their daily environment and curriculum, helping strengthen their sense of belonging in a space that was clearly not designed for them. And second, these conversations in the classroom help validate them, their histories, their families’, their experiences and their lives, often resulting in an assuring sense of self and community.  Simply put, truthful conversations make students of color, Indigenous students, and marginalized students feel seen.

Studies also show that students who have the opportunity to speak about white supremacy, race, and gender, specifically in the Ethnic or Gender Studies classroom, become more engaged students, resulting in better grades, higher graduation and retention rates, a better school experience for historically marginalized student populations, and enhanced analytical and critical thinking skills for all.

Against silence

The foundational fairytales of the settler nation may be pretty stories, but they are also lies. And as such, they will continue negatively impacting young ones, harvesting harm, and offering us a false sense of self, nation, and land.

As a mother to a Black/Indigenous/Chinese child of the Americas, at stake is always my daughter’s sense of value, belonging, and her sense of power.  If I am not consistent with counteracting the fairytales, she loses the opportunity to know the knowledge-worlds of her ancestors, the incredible stories of enduring resistances that allow her to be here today, her infinite potential to be as much a creator of history, as she is a learner, and the realities of the land she and her peers walk on. Knowing history, learning about the ugly of the past, and offering her the tools to connect past with present, empowers her in ways the school curriculum does not. Knowing the past saves her from a sense of unimportance in our world. Because for children of color, for Indigenous children, the curriculum and its many lies can easily equate to damaging invisibility.

For the past two years, while on book tour, I have also had the opportunity to engage thousands of children at schools, libraries, and virtual classrooms on the very topics of white settler colonialism, they Discovery myth, and racism.

What I have found is that yes, indeed, children are perfectly capable of engaging topics pertaining to the past and involving violence. They are used to it, anyway. The Civil War, chattel slavery, World War I and II, and the Holocaust, to name but a few examples, are just some of the already required conversations and lessons of the K-12 core curriculum. And so are celebrations that involve not just the past, but also a commemoration of violence -Veterans Day, Memorial Day.

Why, then, continuing censorship of 1492 in the K-12 curriculum? Why ban critical discussions on race and the role of patriarchy in informing and shaping ideology in the Americas? Why prohibit conversation on the systemic realities of white supremacy and its continued negation of genocide? Why make systemic land theft invisible in textbooks? And why insist on fake narratives while impeding educators from engaging honest ones?

Truth is, an inevitable sense of awareness and justice forms in the mind of children when they are presented with truthful histories, narratives and stories. These stories then influence the way children see themselves, how they make decisions, and how they interact with life around them, and with the land.

Our happily ever after, then, will only begin to occur when we can allow children, and ourselves, the right to know. In the meantime, banning children from these conversations will only continue fattening the fairies’ dust-pouches, vanishing all possibility of restorative conversations, and dangerously moving farther and farther away from the possibility of justice, for all.