Cultural Connections: Reflecting on "Enrique's Journey"

The histories of the indigenous peoples of the Americas has been linked with those of some African nations and even, with African slaves brought to the New World through the Trans-Atlantic Slave Trade. The Civil Rights and liberation movements of the 1960's and 1970's included African and Hispanic Americans. The language-related issues that arise around bilingual education in Spanish-speaking communities can be compared to those issues that arise around SWE vs. Ebonics (formerly known as, Black English Vernacular or Black English) debates. These are just some of the similarities and differences that exist between the Black and Brown communities of America. Enrique's Journey opens the door for dialogue about even more parallels between cultures in addition to serving as a great source experience of immigrating from Central America.

In Enrique's Journey by Nazario, I was reminded of my initial reactions to the immigration stories of friends, students and colleagues. I was also reminded of the first time I saw "Wetback: The Undocumented Documentary" on PBS at a time when immigration was top on the list of issues in Chicago and the nation. In addition to being emotionally moved by suffering that is endured by the journeymen, I instantly thought of ways to connect these personal stories to what was happening in my classroom. Enrique's Journey is a tool for discussions of immigration, Latin American studies and women's studies.

Connections between African American history & Latin American history

1. The plight of the Central American immigrant calls to mind the journeys of runaway slaves and the Underground Railroad. The condition in which travelling immigrants have to live and the treatment they receive attest to the need for greater understanding and education on both sides of the immigration issue, but it also shows that even in the 21st century, all human beings aren't entitled to the same human rights. Even with the risk of retaliation, church volunteers, priests and other citizens throughout Mexico, Central America and the USA take a moral stance not all that different from the one taken by abolitionists.
2. What comparisons can be made to immigrant moms that leave their children/families behind and the slaves that chose to runaway leaving their families on southern plantations until they could buy their freedom or sneak them out?
3. Compare writings, films and first hand accounts of the Central American migration experience with those of African runaway slaves on the Underground Railroad OR to African Americans that took part in the Great Migration
4. What is the significance/symbolism of trains to these two peoples? In "The Promised Land" http://www.amazon.com/Promised-Land-3pc-Morgan-Freeman/dp/6304881932/ref=sr_1_1?ie=UTF8&s=video&qid=1220646749&sr=1-1 Black migrants from the South describe the train as a symbol of liberation (with Blues musicians even using train sounds in their creative works). In Enrique's Journey and "Wetback: The Undocumented Documentary" the train has both negative and positive connonations (from El Tren de la Muerte to El Tren Pelegrino).
5. What does America symbolize or represent to migrants and immigrants? In both cultures there are consistent references to America as "the promised land" or "land of opportunities". A closer study of this could be conducted by student groups looking at the decision making processes associated with the departure, the experiences that occur during the journey and what life is like upon arrival in the new place. This research could cover housing, jobs, culture, socialization and a variety of other topic areas.

Connections to Mexican/Central American history/ancient civilization/current events

1) "...the most dangerous leg of the journey, the Mexican state of Chiapas." (xvii)

• This statement is interesting when you consider the history of the region-indigenous Mayan rule, Spanish conquest, the Mexican Revolution (roles of Emiliano Zapata, Pancho Villa and the Adelitas), the contemporary role of the Zapatistas (EZLN, led by Subcomandante Marcos). The turmoil of the region could have an affect on the social-emotional stability and identity of the indigenous Chiapan peoples and their need to feel some sort of control over their lands.
• The history behind the Mara Salvatrucha's foundations in Chiapas makes for an interesting research into US-Latin American studies - as many of the founders were soldiers or descendants of soldiers of other Latin American conflicts in which the US was involved.

2) The map of Enrique's trip can be used in comparison with the travel map provided in the film, "Wetback:The Undocumented Documentary"

3) Compare/contrast text and film depictions of the immigration experience (the departure, the journey, the arrival) to actual first hand accounts (interviews and/or guest speakers).

Connections to Women's Studies

"What's incomprehensible...are middle class or wealthy working mothers in the US. These women...could tighten their belts, stay at home, spend all their time with their children. Instead they devote most of their waking hours and energy to careers...why...would anyone do that?" (xi)

• Is Lourdes' perception of working moms in the US based on her role in service to these kinds of families?
• Is she suggesting that working moms aren't good moms? How does this compare to public opinion of working moms in the 1950's-1970's?
• How much of her opinion is based on her own agonies associated with leaving her children behind?
• What does this suggest about the role of mothers and wives (past vs. present)?
• How does the female immigration journey compare to/contrast with the male journey? How did Nazario's journey differ from that of an actual female immigrant?
• Do film depictions of the female immigrant experience paint an accurate picture of the ordeal? How does Lourdes' life compare to women in films like "Mi Familia" or "A Day with out a Mexican" or "Wetback: The Undocumented Documentary"?

There are a variety of other ways to connect Enrique's Journey into broader immigration studies. One could compare the Central American immigrant experience of today to the European or Chinese immigrant experiences of the 19th and 20th centuries. This could also work with readings related to sweatshops and the kinds of jobs migrant/immigrant workers are forced to take.