Five large sheets of poster paper are taped to the walls of the classroom, each containing a single word: Honestidad, Respeto, Solidaridad, Convivencia, or Compromiso. Each word represents a core value in the Maya-Achi culture (Honesty, Respect, Solidarity, Community, and Commitment). Students walk around the classroom silently, and write short descriptions on each poster of how these values are relevant in their lives, their families, and their communities.
After writing their descriptions, students present their work to one another. With poster paper in hand, Belqui, Sylvia and Glenda stand in front of the group and explain how they will put these values in practice in their upcoming community projects. The ten remaining students sit in a semi-circle listening intently, and then contribute their own reflections:
“In my community, Chuaperol, we respect our elders.”
“In my community, Xesiguan, we practice solidarity.”
Somehow, this simple activity brings out the voices of all our students, even the voices of students who have previously been shy and quiet. I find myself wondering, “Why is it that discussions about culture resonate so deeply with our students?”
A recent conversation with a friend/mentor provided answers. My friend explained to me that schools in Guatemala often teach students that in order to get ahead in life, they have to make a choice between a eurocentric school culture or their indigenous culture. As a result, she explained, it is not uncommon for youth who become more educated than their parents to assume an attitude of superiority, shunning their parents’ indigenous language and way of life.
Forcing students to believe in this fictitious trade-off is cruel, and completely avoidable. Schools and youth programs can and should do just the opposite: encourage students to see the beauty, wisdom and knowledge in their own culture.
This is perhaps why students in the Voces y Manos program take on their community projects with such enthusiasm: VyM helps them see that the knowledge they already possess—learned from their parents, relatives, and community members—is the foundation for their success as students and community leaders.
At the end of the week, we asked students to reflect on what they had learned so far in the program. Hector remarked:
“Before, I had no idea how I would start a community project. Now, I know that it starts with approaching community members in a way that shows respect. If you treat community members with respect, they will want to participate in your project and make it successful”
In the weeks ahead, Hector will learn to analyze data, use spreadsheets, and prepare a PowerPoint presentation. But these skills are secondary. The respect for community he describes is central. It will be exciting to watch as Hector translates his convictions into practice in the weeks ahead.
2 Responses
Inspiring as always. V y M deserves our generous support.
I agree that affirming students’ culture gives them a greater appreciation for the forces that have placed them in this position . It must also be so refreshing to be uplifted and nurtured, rather than constantly being made to feel inadequate. Sounds like VyM is continuing to do really powerful work.