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A critical history of citizen participation in aid to education in Haiti

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Abstract:

While recently there has been considerable international involvement in the reconstruction of Haitian society, the foreign presence in Haiti’s education system is far from unprecedented. Beginning under French colonial rule, international actors have long played a role in the coordination of education in Haiti. Most contemporary actors – NGOs and other development organizations – proclaim a normative intent to support the primacy of Haitian sovereignty in education initiatives. International-domestic aid relationships take further strides towards balancing power as organizational approaches qualified as ‘participatory’, ‘grassroots’, ‘rights-based’ and ‘in-solidarity’ have explicitly intended to decolonize these interventions. And yet amongst the foremost critiques of international aid to Haiti has been the scarce participation of Haitian citizens in the reconstruction of institutions such as public education since the catastrophic aftermath of the earthquake, hurricane, and cholera epidemic of 2010. This paper situates current participatory approaches in aid to education in Haiti in the historical narrative of international interventions to this country. Where possible, it focuses on Canadian government and non-governmental initiatives in Haiti. This research employs a critical, postcolonial theoretical perspective as a means to view the origins, intent, and impact of foreign involvement in the education system in Haiti, and draws upon the participation, citizenship and democratic education literature. The study draws on data amassed through historical investigative research, document analysis of selected organizational policies, and interviews with relevant players in the realm of education in Haiti.
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Name: 55th Annual Conference of the Comparative and International Education Society
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URL: http://citation.allacademic.com/meta/p493981_index.html
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MLA Citation:

Pluim, Gary. "A critical history of citizen participation in aid to education in Haiti" 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/p493981_index.html>

APA Citation:

Pluim, G. , 2011-04-30 "A critical history of citizen participation in aid to education in Haiti" 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/p493981_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: While recently there has been considerable international involvement in the reconstruction of Haitian society, the foreign presence in Haiti’s education system is far from unprecedented. Beginning under French colonial rule, international actors have long played a role in the coordination of education in Haiti. Most contemporary actors – NGOs and other development organizations – proclaim a normative intent to support the primacy of Haitian sovereignty in education initiatives. International-domestic aid relationships take further strides towards balancing power as organizational approaches qualified as ‘participatory’, ‘grassroots’, ‘rights-based’ and ‘in-solidarity’ have explicitly intended to decolonize these interventions. And yet amongst the foremost critiques of international aid to Haiti has been the scarce participation of Haitian citizens in the reconstruction of institutions such as public education since the catastrophic aftermath of the earthquake, hurricane, and cholera epidemic of 2010. This paper situates current participatory approaches in aid to education in Haiti in the historical narrative of international interventions to this country. Where possible, it focuses on Canadian government and non-governmental initiatives in Haiti. This research employs a critical, postcolonial theoretical perspective as a means to view the origins, intent, and impact of foreign involvement in the education system in Haiti, and draws upon the participation, citizenship and democratic education literature. The study draws on data amassed through historical investigative research, document analysis of selected organizational policies, and interviews with relevant players in the realm of education in Haiti.


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