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Primary Education in Ecuador's Chota Valley: Reflections on Education and Social Reproduction in the Development Era

Primary Education in Ecuador's Chota Valley: Reflections on Education and Social Reproduction in the Development Era

Kevin Lucas
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In November 1998, the author arrived in Mascarilla, a small village in Ecuador's predominantly-black Chota Valley, to begin a six-month teaching assignment at the Escuela "Hernando Taquez" . Based both on his own observations and on the assessments offered by various former students, parents, community leaders, and Ecuadorean scholars, the author judges the educational performance of the Escuela "Hernando Taquez" to be grossly inadequate. Indeed, the various shortcomings attributed to the school are so glaring that the author was led to question how such a dysfunctional school could be allowed to exist in a country where the government states that "to improve education is to improve the quality of life of Ecuador's people." Ultimately, the school's failure to provide quality education to its students forced the author to reconsider the true purpose of public education. Indeed, why does the state provide public education? It is generally assumed that the state builds and supports public schools because it believes in the potential of education to affect great changes in society. Specifically, most government officials contend that public school systems are designed with two primary goals: to contribute to the state's socio-economic development through the creation of "human capital," and to preserve and promote national unity and democratic values. Reflecting on the poor performance of the Escuela "Hernando Taquez," the author asks whether there might be a hidden agenda regarding the state's role in public education. Perhaps the state's rhetoric regarding the potential socioeconomic and political benefits of public education is used to obscure the public school system's true purpose. Perhaps the state provides public education in order to control oppressed groups, to ensure that they do not challenge the status quo, and ultimately to ensure the social reproduction of injustice and inequality. The final chapter considers the relationship between education and development, and how the prevailing definition of development as economic development has often led to increased inequality and injustice. Proposing a new understanding of development based on humanist ideals, the author explores how public schools such as the Escuela "Hernando Taquez" could be transformed from the control mechanisms that they are, into the instruments of social justice that they could be.
Language
English
Pages
172
Format
Paperback
Publisher
Dissertation.com
Release
December 01, 2000
ISBN
1581121024
ISBN 13
9781581121025

Primary Education in Ecuador's Chota Valley: Reflections on Education and Social Reproduction in the Development Era

Kevin Lucas
0/5 ( ratings)
Read Download
In November 1998, the author arrived in Mascarilla, a small village in Ecuador's predominantly-black Chota Valley, to begin a six-month teaching assignment at the Escuela "Hernando Taquez" . Based both on his own observations and on the assessments offered by various former students, parents, community leaders, and Ecuadorean scholars, the author judges the educational performance of the Escuela "Hernando Taquez" to be grossly inadequate. Indeed, the various shortcomings attributed to the school are so glaring that the author was led to question how such a dysfunctional school could be allowed to exist in a country where the government states that "to improve education is to improve the quality of life of Ecuador's people." Ultimately, the school's failure to provide quality education to its students forced the author to reconsider the true purpose of public education. Indeed, why does the state provide public education? It is generally assumed that the state builds and supports public schools because it believes in the potential of education to affect great changes in society. Specifically, most government officials contend that public school systems are designed with two primary goals: to contribute to the state's socio-economic development through the creation of "human capital," and to preserve and promote national unity and democratic values. Reflecting on the poor performance of the Escuela "Hernando Taquez," the author asks whether there might be a hidden agenda regarding the state's role in public education. Perhaps the state's rhetoric regarding the potential socioeconomic and political benefits of public education is used to obscure the public school system's true purpose. Perhaps the state provides public education in order to control oppressed groups, to ensure that they do not challenge the status quo, and ultimately to ensure the social reproduction of injustice and inequality. The final chapter considers the relationship between education and development, and how the prevailing definition of development as economic development has often led to increased inequality and injustice. Proposing a new understanding of development based on humanist ideals, the author explores how public schools such as the Escuela "Hernando Taquez" could be transformed from the control mechanisms that they are, into the instruments of social justice that they could be.
Language
English
Pages
172
Format
Paperback
Publisher
Dissertation.com
Release
December 01, 2000
ISBN
1581121024
ISBN 13
9781581121025

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