'Aquí no somos unidos'/'We're not united here'

Adult literacy and the obstacles to solidarity in postwar El Salvador

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Based on ethnographic, participatory research in two Salvadoran villages, this article analyzes how features of the sociocultural setting bred discord and mistrust among the participants in an adult literacy program and other community residents, thereby undermining the program's goal of equipping campesinos to work together to improve their lives. The theoretical framework incorporates critical theories of adult education emphasizing communal learning and action (i.e. solidarity). The article examines how local conditions - namely, the history of land tenure, the legacy of the Salvadoran civil war, social isolation (particularly for women), interpersonal conflicts, gossip and rumors, beliefs in hechiera (sorcery), religious divisions and preferencias (class-based favoritism) - discouraged trust and community participation, and shaped program implementation and relationships among learners. To foster cooperation and participation in educational programs, especially in conflictual settings, educators must recognize and counteract local sources of fear and mistrust, and seek to build relationships of trust among learners.

Original languageEnglish (US)
Pages (from-to)401-431
Number of pages31
JournalInternational Journal of Qualitative Studies in Education
Volume20
Issue number4
DOIs
StatePublished - Jul 1 2007

Fingerprint

El Salvador
solidarity
literacy
rumor
participation
Adult Education
critical theory
educational program
civil war
community
social isolation
village
educator
resident
anxiety
history
learning

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{ee4985c1dee9454a842a1909e03cd99e,
title = "'Aqu{\'i} no somos unidos'/'We're not united here': Adult literacy and the obstacles to solidarity in postwar El Salvador",
abstract = "Based on ethnographic, participatory research in two Salvadoran villages, this article analyzes how features of the sociocultural setting bred discord and mistrust among the participants in an adult literacy program and other community residents, thereby undermining the program's goal of equipping campesinos to work together to improve their lives. The theoretical framework incorporates critical theories of adult education emphasizing communal learning and action (i.e. solidarity). The article examines how local conditions - namely, the history of land tenure, the legacy of the Salvadoran civil war, social isolation (particularly for women), interpersonal conflicts, gossip and rumors, beliefs in hechiera (sorcery), religious divisions and preferencias (class-based favoritism) - discouraged trust and community participation, and shaped program implementation and relationships among learners. To foster cooperation and participation in educational programs, especially in conflictual settings, educators must recognize and counteract local sources of fear and mistrust, and seek to build relationships of trust among learners.",
author = "Prins, {Esther Susana}",
year = "2007",
month = "7",
day = "1",
doi = "10.1080/09518390601176598",
language = "English (US)",
volume = "20",
pages = "401--431",
journal = "International Journal of Qualitative Studies in Education",
issn = "0951-8398",
publisher = "Routledge",
number = "4",

}

TY - JOUR

T1 - 'Aquí no somos unidos'/'We're not united here'

T2 - Adult literacy and the obstacles to solidarity in postwar El Salvador

AU - Prins, Esther Susana

PY - 2007/7/1

Y1 - 2007/7/1

N2 - Based on ethnographic, participatory research in two Salvadoran villages, this article analyzes how features of the sociocultural setting bred discord and mistrust among the participants in an adult literacy program and other community residents, thereby undermining the program's goal of equipping campesinos to work together to improve their lives. The theoretical framework incorporates critical theories of adult education emphasizing communal learning and action (i.e. solidarity). The article examines how local conditions - namely, the history of land tenure, the legacy of the Salvadoran civil war, social isolation (particularly for women), interpersonal conflicts, gossip and rumors, beliefs in hechiera (sorcery), religious divisions and preferencias (class-based favoritism) - discouraged trust and community participation, and shaped program implementation and relationships among learners. To foster cooperation and participation in educational programs, especially in conflictual settings, educators must recognize and counteract local sources of fear and mistrust, and seek to build relationships of trust among learners.

AB - Based on ethnographic, participatory research in two Salvadoran villages, this article analyzes how features of the sociocultural setting bred discord and mistrust among the participants in an adult literacy program and other community residents, thereby undermining the program's goal of equipping campesinos to work together to improve their lives. The theoretical framework incorporates critical theories of adult education emphasizing communal learning and action (i.e. solidarity). The article examines how local conditions - namely, the history of land tenure, the legacy of the Salvadoran civil war, social isolation (particularly for women), interpersonal conflicts, gossip and rumors, beliefs in hechiera (sorcery), religious divisions and preferencias (class-based favoritism) - discouraged trust and community participation, and shaped program implementation and relationships among learners. To foster cooperation and participation in educational programs, especially in conflictual settings, educators must recognize and counteract local sources of fear and mistrust, and seek to build relationships of trust among learners.

UR - http://www.scopus.com/inward/record.url?scp=34249656846&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=34249656846&partnerID=8YFLogxK

U2 - 10.1080/09518390601176598

DO - 10.1080/09518390601176598

M3 - Article

VL - 20

SP - 401

EP - 431

JO - International Journal of Qualitative Studies in Education

JF - International Journal of Qualitative Studies in Education

SN - 0951-8398

IS - 4

ER -