Cultivating Positive Health, Learning, and Community: The Return of Mesoamerica’s Quetzalcoatl and the Venus Star
Abstract
:1. Introduction: The Indigenous Xicana/o/x Identity
2. Native Sources of Knowledge: I/We/Us as a Way of Belonging and Practice
3. Intergenerational Trauma in the Classroom and the Loss of Native Identity
4. Introduction to Quetzalcoatl, the Feathered Serpent, and Venus
5. Quetzalcoatl, the Venus Star, and the Hallucinogenic Mushroom
5.1. Three Rare Quetzalcoatl Sculptures of the Formative Period (1500–400 BC)
5.2. The Venus Star of the Formative Period (1500–400 BC)
5.3. Quetzalcoatl, María Sabina, and the Hallucinogenic Mushroom
They emerged from the center of the field of vision, opening up as they came, now rushing, now slowly, at the pace that our will chose. They were in vivid color, always harmonious. They began with art motifs, angular such as might decorate carpets or textiles or wallpaper or the drawing board of an architect. Then they evolved into palaces with courts, arcades, gardens—resplendent palaces all laid over with semiprecious stones.
5.4. The Therapeutic Benefits of Mushroom Medicine (What Our Ancestors Already Knew)
6. Conclusions: The Values and Insights Gathered from the Return of Quetzalcoatl
All storytelling, I’m sure you all know. It’s not one story; it’s adapted everywhere. You know, wherever you are. Throughout the ages. And so, the issue here was about the ants. Is how come they refuse the maize to Quetzalcoatl. And I asked all the elders that I’ve ever met, that told me the story, and the elders said nobody ever told us why the ants said no. And then I said, well, I’m going to give the answer. Nobody has ever told me that I couldn’t give the answer. But I asserted it because I said I am part of this culture, I’m part of maíz culture. And the simple answer was that the ants were worried that we were going to capitalize on the maize. That we were going to sell it, store it, be greedy with it. And then make monster corn out of it. You know. So, the little kids they performed that.
7. Final Thoughts: Cultivating Positive Health, Learning, and Community
- The creation and furthering of community medicine (i.e., projects) where the original inhabitants and caretakers of the land are consulted and considered beneficiaries.
- The creation and furthering of Indigenous/Native centered schools where original inhabitants are acknowledged and remain part of the health and learning goals.
- The creation of undergraduate and graduate degrees in Mesoamerican studies steeped in rigorous theory and methods and made accessible to those of all backgrounds.
- The revitalization and sustainment of ritual and ceremony in line with both traditional and modern ways of getting well, alongside the proper stakeholders.
- The creation of an Indigenous Xicanx science, medicine, and technology journal for the advancement of Native American knowledge for the betterment of all living people.
Author Contributions
Funding
Institutional Review Board Statement
Acknowledgments
Conflicts of Interest
References
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Garcia, S.A.; Márquez, C.I. Cultivating Positive Health, Learning, and Community: The Return of Mesoamerica’s Quetzalcoatl and the Venus Star. Genealogy 2021, 5, 53. https://doi.org/10.3390/genealogy5020053
Garcia SA, Márquez CI. Cultivating Positive Health, Learning, and Community: The Return of Mesoamerica’s Quetzalcoatl and the Venus Star. Genealogy. 2021; 5(2):53. https://doi.org/10.3390/genealogy5020053
Chicago/Turabian StyleGarcia, Santiago Andrés, and Claudia Itzel Márquez. 2021. "Cultivating Positive Health, Learning, and Community: The Return of Mesoamerica’s Quetzalcoatl and the Venus Star" Genealogy 5, no. 2: 53. https://doi.org/10.3390/genealogy5020053