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Understanding constructions of community in Honduras

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Abstract:

This paper presents preliminary findings from the qualitative portion of a mixed methods, longitudinal impact study of the Sistema de Aprendizaje Tutorial (SAT) in Honduras. This study takes a situated approach to learning that emphasizes social practice as participants become members in communities. As such, the focus questions that guided my analysis include: 1) how do participants (teachers, students, and parents) construct their understanding of participation in their communities of practice, including school and non-school contexts? 2) what specific practices, activities, and values are associated with these constructions? To answer these questions I used data collected in four rural villages in which the SAT curriculum is employed. This data consists of semi-structured interviews of enrolled students, unenrolled students, parents, and teachers in addition to detailed field notes prepared by the four participating researchers. To analyze the data I first created a coding scheme that I used to identify key notions related to community involvement using AtlasTi software. In order to provide a deeper understanding of these constructions and how participants align themselves within them I then isolated particular fragments in order to apply concepts of discourse analysis. Overall my findings suggest that the constructions of community and the values, practices and activities associated with them both encourage and dissuade SAT participants from internalizing participation in their school and non-school lives.

Author's Keywords:

Community based education
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p494067_index.html
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MLA Citation:

Vinall, Kimberly. "Understanding constructions of community in Honduras" 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 <http://citation.allacademic.com/meta/p494067_index.html>

APA Citation:

Vinall, K. "Understanding constructions of community in Honduras" 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/p494067_index.html

Publication Type: Panel Paper
Abstract: This paper presents preliminary findings from the qualitative portion of a mixed methods, longitudinal impact study of the Sistema de Aprendizaje Tutorial (SAT) in Honduras. This study takes a situated approach to learning that emphasizes social practice as participants become members in communities. As such, the focus questions that guided my analysis include: 1) how do participants (teachers, students, and parents) construct their understanding of participation in their communities of practice, including school and non-school contexts? 2) what specific practices, activities, and values are associated with these constructions? To answer these questions I used data collected in four rural villages in which the SAT curriculum is employed. This data consists of semi-structured interviews of enrolled students, unenrolled students, parents, and teachers in addition to detailed field notes prepared by the four participating researchers. To analyze the data I first created a coding scheme that I used to identify key notions related to community involvement using AtlasTi software. In order to provide a deeper understanding of these constructions and how participants align themselves within them I then isolated particular fragments in order to apply concepts of discourse analysis. Overall my findings suggest that the constructions of community and the values, practices and activities associated with them both encourage and dissuade SAT participants from internalizing participation in their school and non-school lives.


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