During World War II, Disney films on Nazism, health, and United States–Latin American friendship flickered across screens throughout Latin America. They were the centerpiece of an unprecedented propaganda program by the United States, and they were shown to Latin Americans both in theaters and through mobile projectors by the Office of Inter-American Affairs (OIAA). While the OIAA and the Disney films have received considerable scholarly attention, the complex collaboration between the government organization, communication scientists, the animation film studio, and local actors in creating, distributing, and measuring propaganda has not. With the goal of creating favorable attitudes toward the United States in the minds of individual Latin Americans, the OIAA and Disney developed a novel propaganda approach based on entertainment and education. They coupled it with a comprehensive distribution system based on local projectionists who showed the films to millions of Latin Americans and measured their reactions. Local governments allowed and supported these free screenings to bolster their own popularity. Latin American voices to criticize the US instrumentalization of Disney were few, and the overall reception of the films was very positive. On the basis of an inadequate evaluation that equated popularity and reach with effect, the Disney films were considered successful propaganda by the OIAA, paving the way for a global application of the new propaganda approach. Disney propaganda for Latin America was driven by the involved actor’s unbounded faith in film’s suitability for propaganda and must thus be understood as a hype around the untapped potential of a relatively new medium.

This essay is a lightly edited version of a speech I gave at the annual reception of the Conference on Latin American History (CLAH) at the American Historical Association meetings in New York City in January 2025. It was written as a keynote address connected with my acceptance of CLAH’s Distinguished Service Award for 2024. I focus here on what have been the two most critical and intertwined commitments of my roughly five-decade career as a historian of Mexico and Latin America: broad intellectual collaboration across disciplines, academic generations, and national boundaries, and a two-way notion of mentoring. Apart from my own monographic research, these commitments have played out in an array of editorial arenas—academic journals, multi-authored collections, a massive country-level compendium of documents, and a long-running book series—that have remained integral to my intellectual growth and figured importantly in the mentoring of my doctoral students and their mentoring of me. My career trajectory in this regard may well have been a road less travelled and one certainly not for everyone; still, there is a case to be made for giving greater emphasis to broader collaborative strategies of research and dissemination in our work as scholars and teachers of Latin America’s past.