Saturday, April 9, 2016

Historical Context


Los Desaparecidos: Fighting Terror with Terror
(Historical Context)

In the beginning, Argentina was vulnerable, economic conditions were unstable, and for the junta, the opportunity of power had arrived. The Junta however, was not the “first threat to democracy” (Word Press). In September of 1955, the three military branches revolted, forcing President Juan Peron into exile and imposed by a new leader, Juan Carlos Ongania in 1966. It was not long until former president Juan Peron emerged from exile in 1973 and demanded rain until his death in 1974 where he left his wife, Isabel Martinez de Peron to power (Word Press). Traditionally in Latin America, motherhood was “restricted to the realm of the private […] where “’public women […] are considered prostitutes or madwomen” (Diane Taylor). Naturally, it wasn’t long before Isabel was ousted by a new military dictatorship lead by Jorge Videla, leader of the junta in 1976 (BBC Timeline of Argentina).

As a result of the “political instability, there was a lack of economic regulation” (Word Press) in thus, created an economic downturn in Argentina. By 1975, inflation had risen by 300% and gave way to protests, strikes and terrorist violence leaving hundreds dead (Word Press). Videla, taking advantage of Argentina’s “Process of National Reorganization”, and chaotic state, came to power with the intention of completely reforming the Argentinian society to “fit their conservative, militarized, Catholic vision” (Word Press). The three-man military junta “closed the National Congress, imposed censorship, banned trade unions, and brought state and municipal government under military control” (Britannica). This reform was the mark of a dark period known as The Dirty War, targeting any left-wing “terrorist” that threated their goal and hundreds of clandestine detention camps where “thousands of people were jailed and persecuted” (Britannica).

To Videla however, terrorist were not defined “as someone who threw grenades” (Word Press) but as anyone who resented the newly adopted “western, Christian values” (Rodriguez). Despite the claims of attempts to relinquish any guerrilla activity, the junta targeted mostly “young students, and blue-collar workers” (Rodriguez) also known as “Subversives” (Women in World History). Many of these subversives vanished without a trace, records obliterated, and left alive only in the memories and hearts of their family and friends.

These disappearances however, was not the outcome of a tragic accident, in September of 1976 was marked as The Night of the Pencils (BBC) in which a series of “kidnapping and forced disappearances” were often followed by “the torture, rape, and murder of a number of young students” (Word Press). The Night of the Pencils was a direct response to the protests of student members of the Union de Estudiantes Secundarios (Union of High School Students) who protested against the government, demanding education and political reform (Women in World History). These acts were identified as “left-wing threats” (Word Press) to the ideal society by the government and the students were held for months in illegal detention centers. These students were tortured, raped, and murdered (Word Press) before their bodies were disposed of in rural areas or unmarked graves (Sibilla).

Discrimination was not a characteristic in the military junta, the victim’s nationality, age and sex, “let alone their social, cultural or religious affiliation” did not really matter (Belluci).  Children born of imprisoned mothers were adopted to local government families illegally, and documents destroyed, hindering any efforts for families: fathers, mothers, and grandmothers to find their lost loved ones and stolen children/grandchildren (Women in World History). Usually carried out by groups of military and police commandos, some uniforms, and others in plain clothes (Belluci) the junta broke into and searched homes, kidnapped whoever they found, and if victims survived the “search and seize operation” (Belluci), they were taken to the concentration camps or torture centers “where they were tortured and chained until their fate was decided” (Belluci). Families have been denied the right to mourn over their victims, babies that were born in detention (or arrested with their parents) were later put up for illegal adoption, and often given to high rank military families (Belluci).

Fear prevented any discussion over the inhumane actions of the military government, leftist guerrillas, (widely active in the country in the late 1960’s) maintaining the countries reputation and civil war claim, receive little to no public opposition. It was not until 1977 (Women in World History), did a response movement known as the “Mothers of the Plaza de Mayo” arise with signs, photos, and names of their disappeared children calling “international attention to the plight” (Britannica) of the disappeared and civil rights violations. Strong pockets of opposition and resistance appeared within human rights organizations following the Las Madres, as well as in some unions, and among thousands of Argentinians in exile (Belluci).

In the face of the disappearance of their children, a group of mothers lead by Hebe Bonafini (NACLA), began meeting every Thursday “in the large Plaza de Mayo in Buenos Aires, the site of Argentina’s government” (Women in World History); this continued until 2006 (Britannica). It was at these meetings, that the mothers demanded information on their children, initiating non-violent demonstrations, and chanting “We want our children; we want them to tell us where they are!” and “No matter what our children think they should not be tortured!” (Women in World History).  The mother’s simple request and demands for prosecution was the first time “any of the public had spoken out against the brutality of the regime” (Women in World History). The nonviolent expression of “truth to power” (Women in World History) eventually drew international attention, civil rights groups traveled to Argentina to help open up an office, as well as publish their own newspaper.

A dramatic political downturn occurred in March of 1981, when Videla was succeeded by General Roberto Viola. It was Viola, who towards the end of The Dirty War, lost control of his military allies and dismissed by Lieutenant General Leopoldo Galtieri (Britannica). After launching the disastrous invasion of the Falkland Islands, Galtieri was removed from office and replaced by General Reynaldo Bignone on July 1, 182 were he allowed political parties to resume military activities. During the presidency of Bignone, armed forces worked to conceal evidence of crimes committed during the reign of the military junta.

Democracy was eventually restored to Argentina in 1983 when Raul Alfonsin of the Radical Civic Union (Britannica) won the presidential election in 1982. Alfonsin “reversed legislations passed by Bignone, by announcing plans to prosecute several members of the defunct military government” (Britannica); this included presidents: Videla, Viola, and Galtieri. Following the plans, Alfonsin also repealed a law granting amnesty to those accused of crimes and human rights violations during The Dirty War, and hundreds former military junta personnel were prosecuted (Britannica). With an increased pressure from the military, President Alfonsin “pushed two amnesty laws through the National Congress: (1) the full stop law and (2) due obedience law” (Britannica), granting immunity to hundreds of officers below colonel rank who were “just following orders” (Rodriguez), and setting a deadline for introducing new prosecutions; special cases however, like rape or abduction of babies were exceptions to these new laws.

By 1987, rebellion broke against the new laws, sparking more revolts by 1988. Alfonin the present leader at the time, resigned from office and President Calso Menem took his place. Menem serving from 1989-99 (Britannica), pardoned Videla and other top officers convicted of “abuses” (Britannica) during the Dirty War, but later convicted Videla with the kidnapping of infants and illegal adoption. Videla was placed under house arrest by 1998 and then later sent to prison in 2008 after a judge revoked his house arrest. In 2005 Argentina’s Supreme Court voted to “repeal the amnesty laws passed by Alfonsin” (Britannica) charging and convicting hundreds of military officers, followed by Bignone who was charged with human right abuses and convicted in 2010 to 25-years of jail time. In 2012, Videla, Bignone, and seven others who were found guilty, Videla, was given 50-years and Bignone 15 years. With Democracy restored and the needs of the people answered, the Mothers of Plaza de Mayo continue today to track children fallen victim to The Dirty War and through DNA testing, reunite with lost family members stolen and adopted to military families. Through their diligent work, both the grandmothers and mothers of Plaza de Mayo have finally succeeded in seeing “the true perpetrators” (Walker) and the human rights crimes finally brought to justice.


Citation Page
Anonymous. “Struggle for Human Rights Continues in Argentina.” North American Congress on Latin America (NACLA). July/Aug. 2001. Print.
“Argentina’s History and The Dirty War.” MadresMayo.Wordpress.com. Twenty Eleven Theme, 2012. Web. 5 Mar. 2016.
Belluci, Mabel. “Childless Motherhood: Interview with Nora Cortinas, a Mother of the Plaza De Mayo, Argentina.” Reproductive Health Matters 7.13 (1999): 83-88. Web. 30 Mar. 2016.
The Editors of Encylopædia Britannica. “Dirty War.” Encyclopedia Britannica Online. Encyclopedia Britannica. Web. 1 Mar. 2016.
Goldman, Francisco, “Children of the Dirty War,” New Yorker Magazine, March 19. 2012. Pp. 54-65.
Rodriguez, Gilda. “The Political Performance of Motherhood: Las Madres De Plaza De Mayo.” The Political Performance of Motherhood: Las Madres De Plaza De Mayo. Serendip, 07 Sept. 2010. Web. 1 Apr. 2016.
Sibilla, Chris. “Moments in U.S. Diplomatic History.” Association for Diplomatic Studies and Training. ADST. Web. 5 Mar. 2016.
“Speaking Truth to Power: Madres of the Plaza De Mayo.” Women in World History. Women in World History Curriculum. Web. 01 Apr. 2016.
Taylor, Diana. “Trapped in Bad Scripts: The Mothers of Plaza de Mayo”. Disappearing Acts. Spectacles of Gender and Nationalism in Argentina’s “Dirty War.” Duke Univ. Press: 1997. 183-222.

Walker, Suzannah Wolf. “Los Desaparecidos – “The Disappeared” of Buenos Aires, Argentina – 1976-1983.” HubPages. HubPages, 14 Nov. 2015. Web. 10 Mar. 2016.

3 comments:

  1. Hi Kayla,

    1. Is the historical context elaborate enough to understand the protest and why it happened?
    • At the beginning of the essay, I think it would really help the reader to have just a little bit of background on what the political climate was like in the country of Argentina. For example, you could clarify what you mean by “left-wing terrorism.” This would explain why the young people felt the need to protest against their military government, risking their lives in doing so.
    • The use of statistics really makes your argument persuasive. They are a nice addition!
    • To make the section clearer, you could add years to the dates that you have written. The timeline can be hard to follow if only months are listed without the year. Example: “By October, las Madres held a “March for Life” (Paragraph 8 of the Historical Context section).

    2. Are the first two sections organized in a way that is the most effective and clear?
    Overall, your paper is intuitively organized.
    • I think that Griffin’s three phases of movement development could be made stronger if you include them chronologically within your historical context section. Right now their use is at the end of your historical section, requiring a recap of all of the history that you had previously stated. Instead, I think it would be better for the clarity of your argument if you integrated the three phases into the entire historical context section, calling attention to each phase when you have reached the right spot chronologically.
    • Piggybacking off of that last point, I don’t think that your 5th paragraph in your historical context section recapping the history that you just gave us is necessary. Your reader should be able to follow along pretty well without needing a summary.
    • The organization of your rhetorical context section is really nice. You are very good about alerting your reader to what is coming up next (i.e. the three keywords described) and I think that the explanation of the identity at the end is a great choice.

    3. Is the distinction between historical and rhetorical context clear and does the distinction make sense?
    • In the rhetorical section, you list three key words that are important to your protest. I like these words and you explain them well, but I think your argument could be made stronger if you found evidence of those words within the realm of your protest. Do any of your sources talk directly about these words? A quote would be really powerful evidence.
    • Your paragraph about the symbols used during the protest was so great! The specific symbol you cited, the diaper kerchief, was very powerful and really made that paragraph persuasive and effective.

    4. Is the evidence used appropriate and effective?
    • Possibly the most important part lacking in this essay is evidence for the claims that you are making throughout the entirety of the two sections. The claims are great! But without evidence, your essay can’t really be taken seriously. The absence of in-text citations and quotes is a pretty large problem.
    • For the quotes that you do have, like when you are directly quoting protestors chanting, they are well placed. But almost all of these quotes do not have a citation. Just a quick citation at the end of these sentences would solve this problem fairly quickly.

    Kayla’s essay question:
    5. Are ideas and paragraphs smoothly and sufficiently developed, or would more data or examples support that argument/thesis?
    • The arguments are sufficiently developed and it’s clear what your movement is. Your examples are also good, but I think your argument could definitely use more concrete evidence from different sources to show that what you are claiming is supported by experts in that field. One example of this would be the claim that “Even babies born to pregnant prisoners were stolen and adopted to government families” (Paragraph 6 of Historical Context section). This is a great claim! But it would be awesome to have evidence to back it up.

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  3. 1. Is the historical context elaborate enough to understand the protest and why it happened? You did a great job at providing us with historical context. I would consider taking out paragraph 5 because the reader is able to follow along with your writing. I also would suggest for this section to include a sentence that states how long the disappeared have been missing to really hook the reader.

    2. Are the first two sections organized in a way that is the most effective and clear? Your two sections are well organized and are effective. However, to make them more clear I would suggest as Libby says, to follow Griffin's order chronologically so that the reader isn't reading your context then following your next idea and back to what they read.

    3. Is the distinction between historical and rhetorical context clear and does the distinction make sense? I think that the distinction between the two sections is very clear. Especially when you discuss identity and address the protest article significance. That contribution really complimented your argument in the rhetorical section.

    4. Is the evidence used appropriately and effectively? You have the right claims but lack some evidence. I would suggest making your citations more known and frequent in your writing to give you more credibility as a researcher.

    5. Are ideas and paragraphs smoothly and sufficiently developed, or would more data or examples support that argument/thesis? As mentioned above, I think you if you provide more evidence for your claims, your paper will be fully developed. Your ideas and paragraphs run together smoothly.

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