Understanding 'Education for All' in Contexts of Extreme Poverty: Experiences from Burkina Faso

Autor/inn/en	Charvon, Guillaume; Chase, Elaine
Titel	Understanding 'Education for All' in Contexts of Extreme Poverty: Experiences from Burkina Faso
Quelle	In: Journal of International and Comparative Education, 5 (2016) 2, S.103-114 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2232-1802
Schlagwörter	Access to Education; Poverty; Foreign Countries; Community Role; Community Education; Social Networks; Correlation; Educational Attainment; Outcomes of Education; Indigenous Knowledge; Social Support Groups; Innovation; Action Research; Academic Achievement; Educational Opportunities; Educational Attitudes; Barriers; Hunger; Natural Disasters; Cultural Context; Burkina Faso + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Armut; Ausland; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Social network; Soziales Netzwerk; Korrelation; Bildungsabschluss; Bildungsgut; Lernleistung; Schulerfolg; Social support; Soziale Unterstützung; Projektforschung; Schulleistung; Bildungsangebot; Bildungschance; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Natural disaster; Naturkatastrophe
Abstract	This paper examines the meanings attached to Education for All from the often ignored or misunderstood perspectives of people living in extreme poverty. Allowing people to voice their own understandings of the difficulties they face offers new insights into the essence of the tension between the worlds of reproduction and innovation and the possibilities of achieving harmony between them. Community meanings attached to Education for All were explored by way of a major participatory, action-oriented research project conducted in contexts of poverty in Burkina Faso. The study noted that the experience of poverty and famine influence the value that parents and children attached to formal education, and therefore their interest and ability to engage with it. Community-based education, for example, helped to reproduce knowledge associated with day-to-day living and achieving, at least, a basic livelihood. Formal schooling, on the other hand, was associated with developing new understandings and ambitions, yet also distanced children and young people from local knowledge, social networks and sources of support often needed if the outcomes of school-based education did not lead to improved livelihoods. (As Provided).
Anmerkungen	University of Malaya Press. Kuala Lumpur, Malaysia 50603. e-mail: jice@um.edu.my; Web site: http://jice.um.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01