Reasons for the nonparticipation of adults in rural literacy programs in Western Guatemala

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dc.contributor.advisor Murk, Peter J., 1942- en_US
dc.contributor.author Cutz-Saquimux, German R. en_US
dc.coverage.spatial ncgt--- en_US
dc.date.accessioned 2011-06-03T19:24:34Z
dc.date.available 2011-06-03T19:24:34Z
dc.date.created 1997 en_US
dc.date.issued 1997
dc.identifier LD2489.Z64 1997 .C88 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/175723
dc.description.abstract In a literature review of adult education research, three characteristics were found in studies on illiterate adults' nonparticipation: a) information has been gathered from participants in literacy programs, b) participants were considered low-literate adults or those who did not finish high school, and c) participants were surveyed through a questionnaire or telephone interviews.This study, however, involved ten illiterate adults (2 women and 8 men) who had not attended school or participated in literacy programs. The research question was: Why do adults not participate in rural literacy programs in western Guatemala? Thirty-eight ethnographic interviews were conducted from November 1996 to January 1997 in Nimasac and Xecaracoj, two villages located in western Guatemala, Central America.Twelve reasons for nonparticipation in literacy programs were described by the informants: 1) / have to work to earn money, 2) / do not like to work [learn] in groups, 3) / do not go to literacy programs because of my personal necessities [obligations], 4) / have been left out, 5) going to school is a waste of time, 6) / fear going to a literacy program, 7) / have no time, 8) the reason is machismo, 9) literacy is not work fit does not produce income], 10) my age is the problem, 11) / got pregnant, and 12) / do not go to a literacy program because of my husband's irresponsibility.An underlying construct for the reasons for nonparticipation, however, showed that the twelve reasons were reinforced at four levels, 1) individual, 2) family, 3) community, and 4) national. A set of interwoven relationships among the four levels, helped to explain that reasons for nonparticipation were constructed by rural Guatemalans.Indigenous people's identities and the preservation of their traditional values such as their native languages, clothing, obedience, respect and submission were the major factors that reinforced rural illiterates nonparticipation in formal education in western Guatemala.Illiteracy was not strictly an educational, but cultural, social, economic and political problem. Generalizing that both literates and illiterates valued education and needed the same skills, knowledge and abilities to become the "standard functional literates" has denied the existence of illiterate adults' culture, context, and needs. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent vi, 163 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Literacy programs -- Guatemala. en_US
dc.subject.lcsh Literacy -- Social aspects -- Guatemala. en_US
dc.subject.lcsh Literacy -- Psychological aspects -- Guatemala. en_US
dc.subject.lcsh Adult education -- Guatemala. en_US
dc.title Reasons for the nonparticipation of adults in rural literacy programs in Western Guatemala en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1063422 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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