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Learning for the community: A comparative analysis of two alternative educational programs in Uganda and Honduras

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Abstract:

Literature on comparative and international education raises numerous questions about the nature of cross-national program transfers and the challenges related to promoting sustainable community development through education. This paper explores how these questions relate to fostering community engagement among participants of the Sistema de Aprendizaje Tutorial (SAT) and Preparation for Social Action (PSA) programs.

SAT is an alternative secondary-level educational program that aims to develop the capacity of its collaborators to become protagonists of their own development. PSA developed out of an interest to adapt materials from SAT for the purpose of promoting community development through non-formal. This paper analyses local narratives from PSA and SAT groups in Uganda and Honduras in order to uncover 1) how “community” is conceptualized across multiple socio-historical contexts, 2) how and to what extent commitment to community participation has developed, 3) what factors (peri-urban vs. rural) account for variations in community participation, and 4) what factors (curricular or extra-curricular) contribute to a change in attitude and behavior among participants.

This comparative analysis was motivated by the fact that the same treatment was being applied in distinct socio-historical locations. My findings indicate that factors such as context and prior exposure (or culture), among other things, meaningfully shape experiences among participants of the same program across different environments. My research suggests that while results may vary, particular pedagogical strategies and theoretical priorities within the PSA and SAT programs have nonetheless increased commitment among collaborators towards the application and generation of learning within the community.

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/p494068_index.html
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MLA Citation:

Lample, Joseph. "Learning for the community: A comparative analysis of two alternative educational programs in Uganda and 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/p494068_index.html>

APA Citation:

Lample, J. H. "Learning for the community: A comparative analysis of two alternative educational programs in Uganda and 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/p494068_index.html

Publication Type: Panel Paper
Abstract: Literature on comparative and international education raises numerous questions about the nature of cross-national program transfers and the challenges related to promoting sustainable community development through education. This paper explores how these questions relate to fostering community engagement among participants of the Sistema de Aprendizaje Tutorial (SAT) and Preparation for Social Action (PSA) programs.

SAT is an alternative secondary-level educational program that aims to develop the capacity of its collaborators to become protagonists of their own development. PSA developed out of an interest to adapt materials from SAT for the purpose of promoting community development through non-formal. This paper analyses local narratives from PSA and SAT groups in Uganda and Honduras in order to uncover 1) how “community” is conceptualized across multiple socio-historical contexts, 2) how and to what extent commitment to community participation has developed, 3) what factors (peri-urban vs. rural) account for variations in community participation, and 4) what factors (curricular or extra-curricular) contribute to a change in attitude and behavior among participants.

This comparative analysis was motivated by the fact that the same treatment was being applied in distinct socio-historical locations. My findings indicate that factors such as context and prior exposure (or culture), among other things, meaningfully shape experiences among participants of the same program across different environments. My research suggests that while results may vary, particular pedagogical strategies and theoretical priorities within the PSA and SAT programs have nonetheless increased commitment among collaborators towards the application and generation of learning within the community.


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