Leveraging Community Assets for Education: Lessons from Honduran Coffee-Farming Communities

• In Event: Leading, Learning, and Seeing: Global Perspectives on Education, Conflict, and Representation

Proposal

Most coffee farmers in Honduras are over 45 years old, "thus, processes of renewal or generational turnover should include women and youth" (Álvarez, 2018, p. 25). Miguel Álvarez (2018) reveals that the educational level of coffee farmers interviewed in his study "Analysis of the Coffee Value Chain in Honduras" reveals a concerning situation in terms of literacy and access to education compared to the rural population in general. With 22.7% of coffee farmers unable to read or write, this figure exceeds the rural illiteracy average of 17.2%. Additionally, the vast majority of coffee farmers have only completed primary education, with 61% falling into this category. Secondary and university education levels are significantly low, with only 11.9% completing high school and a scant 3.9% attending university. This educational gap is exacerbated by limited access to the National Vocational Training Institute (INFOP), with only 19.4% of coffee farmers benefiting from its programs (Álvarez, 2018). This situation highlights the urgent need for education and training programs tailored to the needs of coffee farmers and their children to improve their skills and knowledge in coffee production
The children of coffee farmers in Honduras face considerable challenges in accessing public secondary education. They reside at significant distances, with an average of 20 kilometers, from relevant schools, and often are unable to attend these institutions due to the difficult road conditions, especially during the rainy season. Additionally, public transportation options are scarce, with over 90% lacking reliable transportation to reach school, and in many cases, economically unaffordable for their families, as the average cost of attending secondary school is around $500. This situation is exacerbated by the lack of government investment in the educational development of rural areas, leaving these youth in a disadvantaged position to access appropriate educational opportunities (Educate2Envision, 2024).
Although the body of work detailing these challenges provides a clear picture of the educational landscape in rural Honduras, it primarily highlights the gaps and failures in the education system. This focus may unintentionally reinforce a negative narrative about rural education in Honduras, overshadowing the potential for positive change or innovation within these areas
Given this context, it becomes crucial to reevaluate the role of education in rural settings through the perspectives and voices of those residing in them (Moletsane, 2012). Drawing from critical theories, I explore the following question: In what ways do the coffee farming families put into practice decisions that impact the educational trajectories of their youth? This analysis is based on qualitative methods, including in-depth interviews, participant observation and artifact analysis from 22 family members and community leaders in rural Honduras. By engaging directly with parents and/or caregivers, the study will seek to understand their perspectives and experiences regarding education and processes.
The initial findings explore how the assets of rural communities such as El Cedral and El Zapote, Honduras, can serve as foundations to strengthen education in an increasingly digitalized global context. Through the interactions with parents and community leaders, multiple strengths were identified, ranging from community organization to cultural resilience and commitment to education. These assets will be analyzed as key points to address the challenges posed by the digital divide in rural areas and how these resources can be leveraged to build a more inclusive and equitable educational future in the context of a digital society.

Author

• Johanny W Amaya Melgar, The University of Wisconsin-Madison