When I teach introductory undergraduate geography classes, I often assign as additional reading I, Rigoberta Menchu´ (Menchu´ , 1984). The life story of the Nobel Peace Prize winner, as recounted to and by anthropologist Elisabeth Burgos-Debray, is a moving account of Rigoberta Menchu´ ’s childhood, of the difficulties she and her community had to face, and of their political efforts to bring about change for the indigenous population of Guatemala. In class evaluations, students have responded with enthusiasm to this text—they empathize with the young Rigoberta and her family, and they are helped in this by a narrative that is immediate and emotive. Recent work, though, has questioned the validity of this text. In particular, anthropologist David Stoll claims that important segments of the text are fabricated—he highlights Menchu´ ’s flawed accounts of the deaths of family members, and her refusal to acknowledge the extent of her formal education.