Iseri Lidáwamari : autonomía territorial y educativa en la comunidad Garifuna de Vallecito en Honduras

dc.contributor.advisorUrrieta, Luis
dc.contributor.committeeMemberGordon, Edmund T
dc.contributor.committeeMemberHale, Charles R
dc.contributor.committeeMemberCárcamo-Huechante, Luis E
dc.creatorCastillo Guity, Rony Leonidas
dc.date.accessioned2024-06-07T01:06:12Z
dc.date.available2024-06-07T01:06:12Z
dc.date.created2021-05
dc.date.issued2021-05
dc.date.submittedMay 2021
dc.date.updated2024-06-07T01:06:13Z
dc.description.abstractThis dissertation is about the Garifuna community's struggle for territorial and educational autonomy that spans approximately a 40-year period. Localized in Vallecito, municipality of Limón, in the department of Colón, the study is subdivided into three phases. The first phase addresses a twenty-year period of struggles for Garifuna land rights under Iseri Lidáwamari, a movement, led by young activist teacher Lombardo Lacayo, to reclaim the “promised lands,” or promised land, which is recognized as part of the Garifuna heritage. The second phase of the study focuses on how young Garifuna professionals took up the struggle in the first decade of the 2000s, focused on developing productive and sustainable enterprises to achieve educational liberation through the creation of an autonomous Garifuna university in Vallecito. The third phase is marked by the reoccupation of Vallecito in 2012, organized and carried out within the Black Fraternal Organization of Honduras (OFRANEH), under the leadership of Miriam Miranda, as a resistance movement against the “third displacement and expulsion of the Garifuna community”. This study provides a nuanced and complex understanding from within the type of autonomy that is visualized within Iseri Lidáwamari in the context of the Garifuna community of Vallecito, and of the types of co-constructions and onto-epistemological negotiations behind her struggle for the land, education and indigenous-black identity. Elaborating on the theory of emancipation of Paulo Freire and the Red Pedagogy of Sandy Grande, I argue that liberating and restorative education is the alternative way to exercise territorial autonomy and break with the hegemonic order of dispossession and elimination established under the logic of the settler state that today also functions as a settler narco-state.
dc.description.departmentLatin American Studies
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/2152/125673
dc.identifier.urihttps://doi.org/10.26153/tsw/52233
dc.language.isoes
dc.subjectGarifuna autonomy
dc.subjectTerritorial dispossession
dc.titleIseri Lidáwamari : autonomía territorial y educativa en la comunidad Garifuna de Vallecito en Honduras
dc.typeThesis
dc.type.materialtext
local.embargo.lift2023-05-01
local.embargo.terms2023-05-01
thesis.degree.departmentLatin American Studies
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.nameDoctor of Philosophy

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