The discrimination Rigoberta Menchú faces in her autobiography I, Rigoberta Menchú: An Indian Women in Guatemala, brings to light the impacts of today’s rapid globalization, while challenging the ideas of proper education. During the Guatemalan Civil War, Menchú recounts her fight for the right to her self-identity and voice under a repressive government regime. Today, hidden under the idea of a bright future built upon an interconnected community, the act of repression and discrimination still exist.
Although differing in objectives, both Menchú’s work and the idea of globalization share a common foundation, the unification of society. In this process, however, Menchú expresses her frustration of linguistic barriers, of “[wanting] so much to talk to everybody and feel close to many of the women as [she] was to her mother” (Menchú 164). Yet this experience is not antique in its occurrence. Similar to Menchú’s longing of communication, this feeling is also experienced by Syrian refugee, Yaman Ghazel. Discrimination is not absent in a country that aims to connect with the world and offer support, and to have papers rejected due to miscommunication is not uncommon. Menchú recognizes that people will not work together, if “people [do not] understand…one another” (Menchú 164), regardless of how similar their circumstances may be.
Another aspect Menchú discuses include the exploitation of a group by an elite power. In today’s society, ecomonic growth is a significant catalyst that drives the process of globalization (Globalization 101). Similar to General Kjell’s campaign, a promise of “sharing out the land”, (Menchú 157) countries offer refuge to those in crisis do so under the banner of a new start in a new land. But it also opens the door to the exploitation and “[usage] of the refugee crisis to reap financial benefits” (CafeBabel). Menchú asses that exploitation is an abuse of their ignorance.
Discrimination is said to be the result of ignorance. Menchú, however, does not recognize knowledge as the facts learned at school, and is entirely grateful “[that her] parents didn’t accept teachers or schools in [her] community” (Menchú 169). Instead she values life experiences, and the passing down of recommendations from one individual to the next. She challenges the modern education system, where facts of justice are presented, yet the world is still full of racial and cultural divide. Can her work of “[erasing] all the images… all the cultural differences, and all the ethnic barriers” be applied to society on a global scale in such a way they adopt a hospitably towards each other? In a world easily connected together by the Internet and social media, Menchú goal of teaching seems simple. So based on her belief valuing the common ground between different groups, what is stopping people today from being accepting towards each other? Does the education system need to comprised of more life narratives and examples that demonstrate values through actions rather than concepts?
Rigoberta Menchú speaks of past challenges against discrimination, of repression of cultural practices, and of frustrations that are still prevalent in today’s growing society. Her bravery to work against a violent opposing force for human rights, and patience to “listen to the views of all the masses” (Menchú 165) regardless of her opposing views are traits society should assimilate to.
Works Cited
“Rigoberta Menchú Tum – Biographical”. Nobelprize.org. N.p., 2016. Web. 19 Sept. 2016.
“Genocide In Guatemala”. Hmh.org. N.p., 2016. Web. 19 Sept. 2016.
“A Syrian Refugee In The US: ‘I Want To Contribute To Society Here’”. America.aljazeera.com. N.p., 2015. Web. 19 Sept. 2016.
“A Syrian Refugee In The US: ‘I Want To Contribute To Society Here’”. America.aljazeera.com. N.p., 2015. Web. 19 Sept. 2016.
“Profiting From A Crisis: Who Is Making Money From The Refugees?”. Cafebabel. N.p., 2015. Web. 19 Sept. 2016.
Menchú, Rigoberta. “I, Rigoberta Menchú: An Indian Women in Guatemala”, edited by Burgos-Debray, Elisabeth. London: Verso, 1984.