Dreaming big: Perceived challenges and resilience in education

• In Event: Experiences intercultural education and equity in Latin America

Proposal

In 2014, the average schooling of Honduras’ population was 6.2 years, placing them far from meeting their commitment to the UNESCO Education for All initiative goal of providing quality basic education for all children, youth, and adults by 2015 (Hanushek, Lavy, & Hitomi, 2008). In a nationwide institutional strategic plan, the Honduran Ministry of Education highlighted low schooling levels and access, high levels of repeaters and dropout, and low academic achievement levels as issues of vital interest (OECD, 2016). However, educators views of the challenges facing schools paint a different picture--where poor infrastructure, a lack of resources and support, and gang violence erect barriers to students’ educational outcomes (El Informe de Progreso Educativo, 2017; Orozco, 2017). In a 2018 UNHCR survey conducted at 2,300 schools across Honduras, teachers overwhelmingly expressed feelings of being under-supported and overworked (Fredrick, 2018). In an effort to further understand what it would take to change this current reality, the current study interviewed 26 educators (20 teachers & 6 school principals who also serve as classroom teachers) from six rural schools in El Progreso, Yoro, Honduras utilizing a semi-structured protocol. The questions focused on uncovering educators’ perceived challenges and resources in navigating their instructional role, as well as forms in which they overcome these challenges. For the purposes of this inquiry, we share findings from our “dream big” question which asked participants “if you had all of the materials at your disposal and you were in charge of structuring learning for students, what would the school environment that you would create be like?” Findings showed that there were three overarching themes to this question, changes to the learning environment (n = 25), structural facilities (n = 13), and academic materials (n = 8). Participants most frequent response to the question, the learning environment, indicated that with all the materials at their disposal they would be able to use hands on learning techniques. Teachers felt that this would be the most important technique to first integrate into their teaching as it would lead to engaged students and better learning. Additionally, within this question many teachers described why or how they were dealing with challenges. In reference to their response, many participants described how hands-on learning was currently unattainable due to the financial difficulties of both teachers and students, and the lack of financial support for basic academic materials (i.e. paper, pens) on behalf of the government.

Hanushek et al. (2008) posit that governments in developing countries may be investing too heavily in school access, without sufficient attention to the development of high-quality schools. This study provides insights into a potential mismatch between the Honduran government’s goals for improving education and what educators feel they require to meet students needs. Facilitating this conversation is critical, especially in light of a downward trend in education budgets in Honduras since the turn of the century (Criterio, 2017). Decisions as to how these limited funds will be allocated could mean the difference between “dreaming big” and a “dream come true.”

Authors

• Maxie Gluckman, University of California, San Diego

• Jessica Miguel, University of California, San Diego