Benefits

Indigenous people who have been involved in the Native Literacy Project in Oaxaca, Mexico take great pride in the work they have accomplished. While supporting the continuation of their native language, they have benefited from the project in a variety of other ways. Some of these benefits include participation in the modern economic and political systems of the world and recognition and acceptance of the wisdom of the culture. Additionally, these Mexican people have participated in raising the country's literacy level, have achieved international status, and continue their efforts to make the Center self-sufficient.

Participating in Modern Economic and Political Systems

Because native languages are often not recognized by governments, many indigenous peoples have been denied basic civil rights and economic opportunities. Majority cultures often mistakenly believe that cultural diversity promotes separation. Evidence proves this premise incorrect. When the minority culture is recognized and valued, its members participate more fully because they are contributing as a full partner. Strong language with a literary tradition helps native peoples develop consensus about what they need for community development. It allows them to come to their government's negotiating table as equals.

Recognizing the Wisdom of the Culture

Lured to the cities and therefore to the dominant culture's ways, it is not atypical to see native youth succumbing to the trappings of a more modern way of living. For the elders, it is difficult to convince the young members of their communities that their ancestors' way of living is more meaningful than the life that the big city has to offer, even if all it has to offer is a menial job in an atmosphere that is culturally foreign to them. The written language produces more support for the value of a culture than anything else can. The physical presence of a book holds great power. Books help give the young the feeling that their culture and language is worthwhile to keep. Publishing books in their own languages is recognized as the key to preserving their heritage. Literacy in the national language is the key to development.

Outcomes

As a result of the dedication and perseverance of these native Mexican Indians, other Centers have been founded, international status has been achieved, and CELIAC's founders have hopes that someday their center will be financially self-sufficient.

Other Centers

When authors leave the Center and return to their homes, their newly acquired skills open up possibilities for not only continued writing but also the creation of other centers in their communities. Many authors use their skills to teach adults and children in their community how to read. One author, Bartola Morales Garcia, came to the Center and after completing her work there, trained a corps group of five teachers. These teachers then trained 200 more teachers throughout the region. These results are what will make CELIAC, and other centers like it, the core of the movement to preserve the world's languages and cultures.

International Interest

The Native Literacy Center in Oaxaca has been so successful that word has spread to other parts of the world. In 1990, Alfonso Chango Sr., a Shwara Indian from Ecuador, spent three months at the Center and produced a major manuscript in Highland Quichua (Chango is trilingual; Shwara, Quichua, and Spanish) plus a translation in Spanish. Chango is now using a computer in Ecuador to teach others to become authors as well.

In 1991 and 1992, groups of Aymara and Quechua speakers from Peru, Bolivia, and Chile were trained at the Center and are planning to start native literacy centers in their own countries. In addition, projects have been started in Cameroon and Tabasco with the interest and effort of local people and government.

As of 1997, 121 people from 10 different language groups (like Mixtec, Zapotec, Toztzil, Quechua) and from five countries (Mexico, Peru, Bolivia, Ecuador, Chile) have been trained at the Center. The waiting list for participants to come to the Native Literacy Center is a testimony to the desire that people have to put their words to paper, preserve their heritage, and offer their children their culture.

Establishing a Self-Supporting Native Literacy Center

Although CELIAC depends on three main sources of income - training programs, book sales, and charitable contributions - its reputation supports new possibilities for funding. Over the last four years, CELIAC has realized income from other sources, such as:

• Publication of texts on computer disk
• Recordings of texts on audio tape
• A public health survey for the Mexican national social security administration
• A student housing contract to house Colorado College students who were studying Spanish and learning about Mexican culture

Native Literacy Project in Oaxaca: CELIAC and the Future

Future generations will take great pride in seeing their heritage bound between the covers of books in their native language. To ensure the continuation of these efforts, CELIAC has created a program to ensure its future. CELIAC plans are to:

• promote training in the writing of native languages by setting up computer centers
• extend the project into other areas of social, economic, and cultural creativity besides the writing and publishing of books
• establish a system of national and international financial support
• promote creation of more centers like CELIAC
• find appropriate distribution channels for books
• propose and promote development of alternative literacy programs at the village level
• work with established publishing houses to reinforce publishing and encourage mass media to do documentaries
• publicize works of CELIAC authors and artists through recitals, meetings, conferences, theater events, and community artistic demonstrations

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