By Ana Serra
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Extra resources for The New Man in Cuba: Culture and Identity in the Revolution
Sample text
However, the students—in this case, the peasants—hardly appear as subjects in official discourse or in the novel: they are the object of the literacy worker’s gaze or an emblem of what needs to be changed in the interest of the Revolution. With the theories of Paulo Freire, Slavoj Zizek, and Carlos Rangel in mind, the reader can reconstruct the identity of the peasant students, explain the reasons for the lack of agency of students in the campaign, and describe 24 Introduction the rhetorical strategies used to constitute the centrality of the volunteer teacher.
The student is denied a specific identity, as he is faceless for the viewer. The portable lamp next to him signifies the enlightening effect of literacy in this hut and the hope for the mother and baby who stand by the table, as if waiting their turn. Both images illustrate certain faults with the Literacy Campaign, concerning issues that have been explored by the pedagogy theorist and literacy champion Paulo Freire in his Pedagogy of the Oppressed (1970). Reasoning within a Marxist conception of social change, Freire claims that in order for the oppressed to be liberated, one must first create the material circumstances that make this liberation possible.
Indirect education, or emulation, was supposed to take place between teachers and peasants, but also among the teachers themselves. As the main character in Maestra demonstrates, volunteers who had some misgivings about the Revolution met others whose model behavior impressed them to such an extent that they allowed themselves to be recruited unconditionally. Among those models, the teachers who perished in armed confrontations with rebels in the area achieved the status of heroes for all volunteers.