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| Prins, Esther | 3 |
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Direct linkPrins, Esther – International Journal of Educational Development, 2010
This article uses data from longitudinal, ethnographic research to examine how, six years after attending literacy classes, 12 adults in rural El Salvador used literacy, their perceptions of the temporary and longer-term psychosocial and economic benefits of literacy education, and their memories of literacy classes. The findings support prior…
Descriptors: Literacy Education, Ethnography, Interpersonal Relationship, Interaction
Prins, Esther – Teachers College Record, 2011
Background/Context: In contrast to cultural constructs that equate education with cognitive development and formal schooling, the Latin American cultural model of educacion encompasses academic knowledge and social competence. Prior scholarship has mainly investigated parental notions of educacion vis-a-vis childrearing and schooling, primarily…
Descriptors: Literacy Education, Adult Education, Adult Students, Rural Areas
Prins, Esther – International Journal of Qualitative Studies in Education (QSE), 2007
Based on ethnographic, participatory research in two Salvadoran villages, this article analyzes how features of the sociocultural setting bred discord and mistrust among the participants in an adult literacy program and other community residents, thereby undermining the program's goal of equipping "campesinos" to work together to improve…
Descriptors: Foreign Countries, Trust (Psychology), Program Implementation, Community Cooperation
