Carroll College - Helena, MT

La Asuncion stands in stark contrast to Guatemalan education crisis

Story reprinted by permission from The Montana Catholic

Jenna EmersonBy Jenna Emerson, Carroll class of 2008

Vernor Muñoz, a United Nations education official, visited Guatemala this July. He toured the country, met with top officials and studied facts and figures pertaining to education. On July 29, Muñoz issued a report of his findings, sharing the state of Guatemalan public education with the world.

His conclusions were dismal and embarrassing. Nationally, Guatemala invests between 1.9 and 2 percent of its gross domestic produce on education, a number Muñoz unapologetically labeled "unacceptable." He's got cause for concern; that's the lowest level of education investment in all of Latin America.

Nearly a quarter of all Guatemalans are illiterate. The percentage soars to 39 percent in the rural areas, where as many as half of all women have never been taught to read or write. This isn't to say that they wouldn't like to. However, when 54 percent of the country suffers from chronic malnutrition, the search for food leaves little time for studying school books.

Muñoz lamented the obvious structural racism which exists in the public schools, where native Mayans suffer from exclusion and discrimination. He highlighted the utter lack of support for the rich, ancient Mayan culture, the dearth of bilingual teachers and a complete disregard for teaching the unique Mayan cosmovision. Of particular concern is the slow death of Mayan languages: 23 indigenous idioms are spoken, but with unilingual Spanish education in most schools, their preservation is gravely endangered.

With 1.5 million children employed in child labor instead of sitting in classrooms, the "old ways" of poverty and subsistence living seem likely to continue.

My reactions to Muñoz' findings were mixed. I've been teaching at Asunción for two months now, and I've started to get a feel for the school, students and surroundings. Working in a tiny, isolated mountain village, I'm living among the poverty which plagues 82 percent of rural Guatemala. Only 123 of our students board; the rest live in surrounding villages. Many of these kids return from school to homes empty of food. Xejuyup, the town where Asunción is located, is the incarnation of state poverty statistics.

And yet, Asunción clearly exists outside of the Muñoz report. As a private institution unassociated with the national education system, we weren't included in the tour or statistics. Had he visited this pretty little school, I think his reaction would have been delight. Here, a truly quality education is changing lives.

Despite having only 558 students, Asunción boasts the best library in the entire Suchitepéquez state. Our students sang the national anthem in Ki'che', accompanied by a band of flutes, at the regional "Teacher's Day" conference this June. A visiting congressman invited our choir to sing for Congress; we sent 60 students on Aug. 8.

Enthusiastic and dedicated teachers interact with their pupils both inside and outside of the classroom. They're supported by fantastic administration whose approachability and interest keep them in contact with students and staff.

Most importantly, Muñoz' observations about cultural suppression are the antithesis of Asunción. I'm one of the very few teachers who doesn't speak Ki'che', although I do surprise my students occasionally by asking "la utz awatch ut?" ("How are you?"). Nearly all of our students are Ki'che' Indians, wearing their native dress, eating traditional foods and nearly always speaking their indigenous language.

Required classes of Mayan Mathematics, Ki'che' Language and Guatemalan Cultures ensure that all of our students stay in touch with their native roots. Being Indian is seen as cause for pride and celebration. Miss Asunción, elected annually, must give a speech in Ki'che, wear and explain the significance of her region's formal dress and perform a native dance or ceremony.

Jenna EmersonIn short, I've been impressed by Asunción, and Muñoz would be, too.

Generous donations from student sponsors, imperative to the continued success of our school, are giving Guatemala a chance. Our school and students rely on the support of our donors, especially through the sponsorship program. The beloved Padre Santiago (you probably know him as Father Hazelton; "Santiago" is one Spanish translation of James) will be traveling back to the U.S. for a well-deserved break this month. However, characteristic to his hard-working spirit, it will be a working vacation.

The padre's annual Hazy Day celebration is one of our largest fundraisers, providing students with much-needed scholarships to continue their education at Asunción. At only $30 a month, it's incredible the impact such a small contribution can have on the lives of these students and on the future of their country. Sponsorships for one student can be shared among two or more people.

The education system which Muñoz criticized so heavily is a world apart from what we've got at Asunción. He's right: there are major problems in Guatemala. While international organizations and a corrupt internal government try to sort it all out, institutions like our own will continue quietly educating future leaders. Only by creating a generation of educated, involved individuals will there ever be hope of overcoming the problems uncovered by Muñoz.

Statistics drawn from: La Prensa Libre, Guatemala City, Guatemala. July 29, 2008 and Presentation by Dr. Hugo Icu, ASECSA Director (Guatemalan Association of Community Health Services). July 5, 2008.

Emerson began a year of service at the Guatemala Mission in June 2008.

©2008, The Montana Catholic