The 36-year Guatemalan civil war claimed the lives of around 200,000 people, the majority of whom were Indigenous. Its legacy can still be seen today through the high rates of femicide and the millions of Indigenous people who continue to suffer from extreme poverty, job insecurity, and poor education. As a result of school closures throughout the coronavirus crisis it is likely that this legacy will continue for many years to come.
SCHOOLING DURING THE COVID-19 PANDEMIC
On 15 March 2020, Guatemalan schools were ordered to close by the government in response to the pandemic. By August, over four million children enrolled in pre-primary, primary and secondary education were affected by this decision.
Guatemala was an incredibly poor and unequal country even before the pandemic, with Indigenous people being twice as likely to live in poverty as non-Indigenous people. This can be quantified as at least 79% of Indigenous people living in poverty, which is double the rate of non-Indigenous people. This distinction can be attributed to the country’s history, specifically colonial rule and the subsequent racism that followed.
Remote learning was suggested by the government as an alternative to face-to-face learning. However, due to the aforementioned poverty levels and the fact that only 30% of people have access to the internet, and 21% to a computer this suggestion is insufficient. Moreover, these figures are likely to be significantly lower among the Indigenous and rural populations.
UNICEF supported the Ministry of Education by producing and distributing various teaching materials through media such as TV and radio. Whilst this goes some way in minimising the impact that school closures will have had on children from Indigenous backgrounds, the different standards of education that children have received will almost certainly widen the gap between the disadvantaged and privileged.
INTERNATIONAL INDIGENOUS RIGHTS
Article 14 of the UN Convention on the Rights of Indigenous People states that “Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimination”. In addition, article 21 notes that “Indigenous peoples have the right, without discrimination, to the improvement of their economic and social conditions, including, inter alia, in the areas of education, employment, vocational training and retraining, housing, sanitation, health and social security”. However, children from Indigenous backgrounds were arguably not guaranteed these rights even prior to the pandemic. For instance, “for every 10 Indigenous children in Guatemala, only four will make it to primary school, and only two will complete secondary school. Educational attainment is less than five years on average, and less than two years for indigenous women". This is largely because children drop out of education to support their families financially. As a result of this, “illiteracy rates among Indigenous adults reach as high as 33%”. This is compared to 12% of the overall population in Guatemala being illiterate. It is likely that the disparity in the standard of education will lead to fewer children in poorer areas completing school, and further increasing illiteracy rates in the country thereby trapping more children in a cycle of poverty.
In Brazil outdoor classes have been suggestedas a way to get children back to some form of education during the pandemic, as it would be possible to physically distance. Whilst a solution similar to that being suggested in Brazil could be easy to implement given the amount of outdoor space in Guatemala, ensuring that Indigenous children are able to access the same standard of education as their non-indigenous peers is merely one part of a multi-faceted problem. The discrimination that Indigenous populations in Guatemala face today is a legacy of the civil war which will take many years to change.
Chloe is a Law graduate from the University of Liverpool and holds a masters in Human Rights from the University of York. She is currently working for a Local Authority in Children's Safeguarding and Court of Protection and is particularly interested in the rights of asylum seekers and refugees, children and women.