Guatemala History
What is the Capital of Guatemala?
Guatemala City
What is the "No-Blame Generation?"
The "No-Blame Generation" refers to the younger generation of Guatemalans who did not directly experience the civil war but are still affected by its aftermath. They are not responsible for the war, hence the name.
What is the "All or Nothing Generation"
example:
The "All-or-Nothing Generation" feels responsible for addressing the civil war, including issues of human rights and political accountability. They view themselves as stewards of their country's future.
Unlike the "no blame generation" the "All-or-Nothing Generation" actively engages with the challenges of the past.
What is the "No Future Generation?"
example:
Youth in postwar Guatemala who feel a profound sense of hopelessness for their future.
What is the "Lucha Generation?"
The "Lucha Generation" is characterized by their commitment to "lucha," which means "struggle" in Spanish
What decade did the Guatemalan Civil war end?
The 1990s. December 29th 1996.
In what ways do you think education can help students in post-conflict societies like Guatemala become active and responsible citizens? What role can schools play in fostering social responsibility and global perspectives?
(example answer)
Schools can provide opportunities for students to be agents of positive change, develop a global perspective, and be empowered through education to contribute to the future of their society
In what ways does the Paulo Freire Institute and its educational approach empower the "All-or-Nothing Generation?"
example:
The institute encourages the students to question societal norms and power structures. It promotes advocacy and activism.
How can educational opportunities help break the cycle of despair for young people in post-war Guatemala?
example:
education can help increased employment opportunities, give students role models, foster civic identity, etc.
In your opinion, what are the advantages and disadvantages to the curriculum at Tzolok Ochoch?
example:
advantages - historical memory, civic engagement.
disadvantages - emotional toll on students with hard experiences
What decade did the Guatemalan Civil War begin?
The 60s. Nov 13, 1960
How does the International Academy's curriculum shape the identity of its students?
(example answers:)
- The International Academy places a strong emphasis on a global perspective in its curriculum. Students are exposed to international issues, multiculturalism, and global citizenship. This exposure helps encourage them to view themselves as part of a broader world community.
- The school instills a sense of social responsibility in its students. They include topics related to human rights and social justice
At Paulo Freire Institute there was a strong dedication to educating on history of conflict in Guatemala. How can historical memory contribute to the development of a child’s civic identity?
(example answers:)
- People can apply history to their lives to understand the past.
- Historical memories can provide a foudnation for political identities
How does the ongoing violence impact the daily lives of the "No-Future Generation"? What can be done to enhance security and create safer environments for young people in post-conflict societies?
example:
Ongoing violence: limited mobility, psychological distress, reduced trust with the law
Enhancing security: creating community engagement, conflict resolution programs, youth-focused initiatives
What is the difference between the Lucha Generation and the All of Nothing Generation?
example:
"Lucha Generation" is involved in political activism and social justice advocacy, emphasizing accountability and collective action. The "All-or-Nothing Generation," primarily emphasizes education as a means of personal and societal transformation, and contributing to positive change through education
Bellino describes 3 narrations used to explain the history of the Conflicto Armado. The first is the view from the conservative right who say that the government's army was heroic and protected civilians against radical, communist guerrillas.
Can you name another narration (or "version") of the Conflicto Armado?
1. International human rights organizations and NGO development agencies agree with Nobel Prize Winner Rigoberta Menchu that the conflict was about an oppressive army versus innocent people
2. David Stoll, anthropologist, argues that many people did not align with either side and they were "trapped between two rival groups"
How does the "No-Blame Generation" in postwar Guatemala challenge our conventional understanding of identity in the context of post-conflict societies?
(example answers:)
- The "No-Blame generation" is not responsible for the violence, but they are still affected by its aftermath, including issues of justice, and collective trauma.
This leads us to ask how we define the generation in the middle - The generation between the perpetrator and victim generations?
- They aren't responsible because of guilt, but because they are the generation that can make change
What is the Spiral of the Ongoing Past?
(example)
It is a concept that emphasizes that the past is not a closed chapter but an ongoing part of a society's narrative.
ex: unresolved issues from a conflict, such as questions of accountability and justice, can lead to political instability
What was the Boomtown Revolution?
example:
It signifies a period of economic expansion in certain regions. These areas experience an influx of investment, job opportunities, and increased economic activity.
- rabid urbanization
In what ways does the "Lucha Generation" contribute to historical memory, and how does this impact their pursuit of justice and accountability for past atrocities?
example:
- education: teaching the history of the conflict and emphasizing the need to understand consequences of war and promoting a culture of peace.
- advocates for the truth to be told. Wants to uncover the facts about the civil war's atrocities and promote reconciliation
- Testimonies: They often engage in testimonies from survivors of the civil war
According to Bellino, a company that had a monopoly on an industry in Guatemala asked the United States for help over fear of communism and losing their business. What was this company selling?
Bananas
What was the name of the first person mentioned in the chapter?
Alejandro
Who was Paulo Freire?
A Brazilian educator known for his work on critical pedagogy and philosophy
What was the teacher's name in this chapter?
César
The Chapter discusses "Voces Inocentes." What is this?
Voces Inocentes is a 2004 film about the Salvadaron Civil War. They showed the movie at Tzolok Ochoch