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Children’s voices in an NGO’s educational program: A community-based research in Ethiopia

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Abstract:

The role of nongovernmental organizations (NGOs) in alleviating poverty in Africa has been largely documented in popular media and in community-based reports (mainly done by NGOs themselves), but has not been the object of much attention in scholarly research. Researchers who have conducted studies on this topic have generally looked at the following three fields: health, education, and economic development. However, there is a dearth of research documenting, with depth, the impact of NGOs’ ongoing educational work on the lives of those who most need to benefit from this work, namely the children.
The purpose of this paper is to provide better understanding of orphaned Ethiopian children’s experiences and perceptions of a specific NGO program, namely Canadian Humanitarian Organization for International Relief, with special attention to social contexts (general sense of well-being, sense of belonging and attachment in the program), pedagogical contexts (perception of progress), and personal contexts (perception of self, family life and life in the community).
The theoretical framework used for this study will be Brefenbrenner’s (2005) bio-ecological theory of human development which is structured around the 5 following factors: the individual (the child); the microsystem (such as the family or the classroom), the mesosystem (interaction of two microsystems such as the classroom and the family), the exosystem (external environment), and the macrosystem (broader socio-cultural context). Semi-structured interviews were used to gather the data (July 2010). The main results of this study suggest that issues of attachment, in the form of the development of a sense of belonging within these programs, is key in ensuring educational success. In addition, the results suggest that issues of risk and resilience are key in how students view their own success, a success that is much defined in terms of liberation and social change.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486826_index.html
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MLA Citation:

Piquemal, Nathalie. "Children’s voices in an NGO’s educational program: A community-based research in Ethiopia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486826_index.html>

APA Citation:

Piquemal, N. , 2011-04-30 "Children’s voices in an NGO’s educational program: A community-based research in Ethiopia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486826_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The role of nongovernmental organizations (NGOs) in alleviating poverty in Africa has been largely documented in popular media and in community-based reports (mainly done by NGOs themselves), but has not been the object of much attention in scholarly research. Researchers who have conducted studies on this topic have generally looked at the following three fields: health, education, and economic development. However, there is a dearth of research documenting, with depth, the impact of NGOs’ ongoing educational work on the lives of those who most need to benefit from this work, namely the children.
The purpose of this paper is to provide better understanding of orphaned Ethiopian children’s experiences and perceptions of a specific NGO program, namely Canadian Humanitarian Organization for International Relief, with special attention to social contexts (general sense of well-being, sense of belonging and attachment in the program), pedagogical contexts (perception of progress), and personal contexts (perception of self, family life and life in the community).
The theoretical framework used for this study will be Brefenbrenner’s (2005) bio-ecological theory of human development which is structured around the 5 following factors: the individual (the child); the microsystem (such as the family or the classroom), the mesosystem (interaction of two microsystems such as the classroom and the family), the exosystem (external environment), and the macrosystem (broader socio-cultural context). Semi-structured interviews were used to gather the data (July 2010). The main results of this study suggest that issues of attachment, in the form of the development of a sense of belonging within these programs, is key in ensuring educational success. In addition, the results suggest that issues of risk and resilience are key in how students view their own success, a success that is much defined in terms of liberation and social change.


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