Bibliography: Honduras (page 03 of 15)

This bibliography is selected and organized by the Hondureinas website.  Some of the authors featured on this page include Robert C. Johnston, Marianne Montalvo, Lesley Bartlett, Tatyana Kleyn, Joseph DeStefano, Frances Ann Steward, Olaf Jorgenson, Sandra Hebert, Thomas Harkins, and Dina Lopez.

Murphy-Graham, Erin (2008). Opening the Black Box: Women's Empowerment and Innovative Secondary Education in Honduras, Gender and Education. This article aims to clarify the relationship between education and women's empowerment. Drawing from qualitative data collected in a study of four Garifuna villages on the north coast of Honduras, it argues that education can trigger the empowerment process if it expands women's knowledge and understanding, self-confidence and awareness of gender equity. However, not all education programs will do this. The program studied, "Sistema de Aprendizaje Tutorial," has several unique features that appear to foster the empowerment process and are not traditionally present in Latin American secondary schools. We must carefully consider the content and pedagogy of educational programs that attempt to promote women's empowerment, rather than assuming that education and empowerment automatically go hand-in-hand.   [More]  Descriptors: Empowerment, Females, Foreign Countries, Sex Fairness

Gregorcic, Marta (2009). Cultural Capital and Innovative Pedagogy: A Case Study among Indigenous Communities in Mexico and Honduras, Innovations in Education and Teaching International. This article introduces case studies of innovative approaches to pedagogy among indigenous Mayan communities in Chiapas (Mexico) and Lencan communities in Intibuca (Honduras). Innovative approaches to researching alternative theories and practices of pedagogy are used by the author to develop an epistemology of critical pedagogy and its potential contribution to the creation of a dignified society. From the humanistic point of view these experiments in pedagogy are invaluable practices of cultural capital that resonate in a broader social and political environment. Cultural capital represents the power for social integration and cohesion beyond capitalism, produces new social relations, and contributes to the creation of an egalitarian society with greater social welfare. Pedagogy plays a fundamental role in this social production because it leads to social change. The author indicates the possibilities of an education that runs counter to the currently prevailing model of education in wealthy states as well as opening new reflections and challenges for contemporary pedagogy.   [More]  Descriptors: Critical Theory, Social Integration, Social Change, Foreign Countries

Steward, Frances Ann; Hebert, Sandra; Cheek, Earl H., Jr. (2007). The Impact of Collaboration in Interactive Reading Settings, Forum on Public Policy Online. The purposes of this study are to discuss the visionary instructional planning through the social process as school wide faculty collaboration and prepare teachers through their identity connections of graduate reading application. The discussion exemplifies four collaborative instructional teams from Honduras Elementary School, Houma, Louisiana, U.S.A. then practitioners' assignments from the Western Illinois University Moline, Illinois USA reading course, "Teaching Reading in the Elementary School." In the graduate reading course, "Teaching Reading in the Elementary School," students participated in required projects, reading assignments, and interactive settings to link to concepts. Several individual and group requirements provided opportunities for personal, academic, and experiential interaction: (1) Reflective written responses, (2) Functional reading creativity, (3) Autobiographical text, and (4) Strategic teaching. The functional reading connections were analyzed quantitatively with nominal and numeric data in grouped frequency polygons.   [More]  Descriptors: Teacher Collaboration, Cooperative Planning, Professional Identity, Teamwork

DeStefano, Joseph; Moore, Audrey-Marie Schuh; Balwanz, David; Hartwell, Ash (2006). Meeting EFA: How Do Complementary Models Meet the Education Needs of Underserved Populations in Developing Countries? Issues Brief, Academy for Educational Development. This issues brief describes how complementary education approaches that rely on community, nongovernmental, and ministry collaboration present a promising response to the challenge to the limitations of conventional primary schooling. The brief is based on nine case studies of successful complementary education programs in Afghanistan, Bangladesh, Egypt, Ghana, Guatemala, Honduras, Mali, and Zambia, demonstrating that such approaches can effectively reach and educate otherwise underserved populations in various geographical, political, and social contexts.   [More]  Descriptors: Foreign Countries, Nontraditional Education, Comparative Education, Nonformal Education

Gareau, Brian J. (2007). Ecological Values amid Local Interests: Natural Resource Conservation, Social Differentiation, and Human Survival in Honduras, Rural Sociology. Local peoples living in protected areas often have a different understanding about their natural space than do non-local groups that promote and declare such areas "protected." By designing protected areas without local involvement, or understandings of local social differentiation and power, natural resources management schemes will likely be unsuccessful. Protected area Cerro Guanacaure in southern Honduras has been subject to many development projects, most of which have failed, and the local inhabitants observe that degradation of natural resources continues. However, this case study shows that this does not mean locals view natural resources simply in an individualistic, utilitarian way. They also see their surroundings in an ecological way, and a sociocultural way. This assessment is based upon in-depth interviews with local leaders and 208 fixed format interviews of park inhabitants in Cerro Guanacaure.   [More]  Descriptors: Environmental Education, Foreign Countries, Natural Resources, Conservation (Environment)

Murphy-Graham, Erin (2007). Promoting Participation in Public Life through Secondary Education: Evidence from Honduras, Prospects: Quarterly Review of Comparative Education. This article is not about local governance of education "per se," but rather whether education can be used as a tool to foster citizen participation, particularly that of women. It examines how education might empower women, who are often excluded from local, regional and national governance, to participate in public life. It draws on data from a qualitative study conducted in Honduras on how the innovative Latin American secondary education programme, "Sistema de Aprendizaje Tutorial" (SAT), promotes women's empowerment. In this article, the author first describes the SAT programme and the methodology used in this study. She then argues that SAT teaches students how to think critically and imagine a future that is better than the present. SAT also seems to foster in students a variety of personal virtues or values, such as respect for self and others. SAT students are able to practice democratic deliberation in the classroom, and some respondents reported that because of this they gained the self-confidence needed to participate in public spaces outside the classroom. In addition to these positive findings, there are tensions and challenges. The first is that there is little data on the overall academic quality of the SAT programme in both Colombia and Honduras. Literacy and numeracy skills, as well as critical and independent thinking are prerequisites of meaningful civic participation, and yet people know very little about the programme's performance in these areas. Furthermore, not all women seem to have benefited equally from the programme, particularly those who participated for 2 years or less. Finally, women's participation in community groups was often small-scale and not connected to other social institutions. She concludes by highlighting the implications of these findings for academics, policy-makers, and practitioners interested in how to foster citizen participation through education.   [More]  Descriptors: Foreign Countries, Latin Americans, Females, Secondary Education

Malewski, Erik; Sharma, Suniti; Phillion, JoAnn (2012). How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study, Teachers College Record. Background/Context: The article examines how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. The findings presented here are based on a 6-year study of a short-term study abroad program in Honduras that included an international field experience component and took place from 2003 to 2008. Purpose/Objective/Research Question/Focus of the Study: This article examines questions that contribute to the field of teacher education and the effort to prepare future teachers for culturally and linguistically diverse classrooms as early as the preservice level. Several questions guide this study: How do international field experiences prepare preservice teachers to teach in diverse settings? How does experiential learning in an international context complicate preservice teachers' cultural knowledge? What are the pedagogical implications of increased cultural awareness among preservice teachers for classroom practice? How do international field experiences open preservice teachers to future opportunities to explore and work in culturally diverse communities? Participants and Setting: The current study presents a study of 49 preservice teachers from a Midwestern university enrolled in a short-term study abroad program to Honduras as part of an international field experience. During this field experience, students were placed in a local elementary or a secondary school, were enrolled in two required courses, visited rural and urban schools, and visited archeological sites. Research Design: The qualitative collective case study employed data that included questionnaires, interviews, focus interviews, course assignments, discussions, journal reflections, and researchers' observations and field notes. Analysis sought to triangulate findings from the multiple data sources for accuracy and reliability when reporting the findings. Conclusions/ Recommendations: Findings from the study demonstrated that experiential learning in an international setting is key to developing preservice teachers' cross-cultural awareness. Application of cross-cultural concepts during field experiences provided preservice teachers with theoretical understandings and practical applications for teaching culturally diverse students. Recommendations include international field placements for providing a unique and critical site for promoting cross-cultural awareness through experiential learning; more cross-cultural opportunities for preservice teachers that provoke questioning of conventional teaching and school knowledge; and international field experiences in diverse classrooms that promote preservice teachers' understanding of themselves and how to teach culturally and linguistically diverse students.   [More]  Descriptors: Foreign Countries, Case Studies, Mixed Methods Research, Cultural Pluralism

Jorgenson, Olaf (2001). A Transforming Process in Honduras: Implementing Service Learning with Privileged Children, Journal of School Leadership. Poverty-stricken Honduras offers unlimited service-learning opportunities. In one international school, service learning has become part of school culture. Innovative hospital and shelter projects have transformative potential for the school's aristocratic students, who are likely to become Honduras's future leaders and shape the country's future. Descriptors: Economically Disadvantaged, Educational Objectives, Foreign Countries, Middle Schools

Bartlett, Lesley; Lopez, Dina; Mein, Erika; Valdiviezo, Laura A. (2011). Adolescent Literacies in Latin America and the Caribbean, Review of Research in Education. In 2000, approximately 36 million youth and adults living in Latin America and the Caribbean were reported to be unable to read or write basic texts. Of these, 20 million were women. According to official statistics, some countries in Central America (Guatemala, Nicaragua, El Salvador, and Honduras) have a youth and adult literacy rate of 80% or lower. The Caribbean countries currently have literacy rates between 80% and 90%, except for Haiti, which has an estimated rate of 50% (UNESCO-OREALC, 2004a, p. 39, as reported in Umayahara, 2005, p. 42). Yet what do these official statistics mean? To what language do they refer? What social inequalities are reflected but not illuminated by such statistics? And how are youth, specifically, using reading and writing in creative ways not captured by these official measures? In this article, the authors review official statistics and examine literacy policy and programming for youth across Latin America and the Caribbean. They contrast these official discourses on youth and literacy and programs or policies for youth literacy with empirical studies of adolescent literacy practices–noting a discrepancy that goes beyond being a discursive problem, one that reveals persisting forms of social exclusion and marginalization.   [More]  Descriptors: Foreign Countries, Social Isolation, Adult Literacy, Statistical Data

McQuestion, Michael J.; Calle, Ana Quijano; Drasbek, Christopher; Harkins, Thomas; Sagastume, Lourdes J. (2010). Social Integration and Health Behavioral Change in San Luis, Honduras, Health Education & Behavior. This study explores the effects of social integration on behavioral change in the course of an intensive, community-based public health intervention. The intervention trained volunteers and mobilized local organizations to promote 16 key family health practices in rural San Luis, Honduras, during 2004 to 2006. A mixed methods approach is used. Standard household sample surveys were performed in 22 villages before and after the intervention. Eight villages were then resurveyed. A household survey, focus groups, and key informant interviews measured health behaviors and several social structural and psychosocial variables. The villages were then ranked on their mean behavioral and social integration scores. The quantitative and qualitative rankings were in close agreement (Kendall's coefficient of concordance = 0.707, p less than 0.001). Behaviors changed most markedly in the villages where respondents participated in local organizations, observed that others performed those behaviors, and depended on their neighbors for support. The results show that social integration conditions health behavioral change. Health interventions can be made more effective by analyzing these features a priori.   [More]  Descriptors: Intervention, Social Integration, Focus Groups, Public Health

Baker, Daniel (2006). Ecological Development through Service-Learning, Journal of Higher Education Outreach and Engagement. This article describes a successful model used in international service-learning projects that integrates economic development and ecological improvement. The principles of the model are discussed, including commitments to maintain partnerships over time, emphasize the transfer of knowledge from one generation of students to the next, start small, build a history of success, and gain community trust. The application of this model to an evolving series of service-learning projects in Honduras is discussed. The article concludes with a discussion of some of the challenges and management strategies useful in implementing the model.   [More]  Descriptors: Service Learning, Economic Development, Ecology, Conservation (Environment)

Rodríguez-Solera, Carlos Rafael; Silva-Laya, Marisol (2017). Higher Education for Sustainable Development at EARTH University, International Journal of Sustainability in Higher Education. Purpose: The purpose of this article is to present the experience of a Central American university that has been successfully advancing an educational model focused on sustainability for over 25 years. Many universities in industrialized nations are assuming a more active role in promoting sustainable development, while in emerging countries, interest in this issue is recent and not well known. Design/methodology/approach: A study was conducted on perceptions of the impact from graduates of EARTH ("Escuela de Agricultura de la Región Tropical Húmeda") University in Nicaragua, Honduras and Guatemala, utilizing a mixed methodology that combined the application of a standardized questionnaire, together with focus groups of graduates, and semi-structured interviews of graduates, their employers, members of their communities, clients of the companies where they work and colleagues. Findings: Agricultural engineers who received their education at EARTH University have had a positive social, economic and environmental impact in their communities of origin. They have taken on leadership positions and have become change agents who are aware of the social needs around them. They contribute to economic growth and job creation, and at the same time, promote sustainable management of natural resources. Research limitations/implications: It is a case study and their findings are limited. Practical implications: Learning about EARTH University's experience may be useful for other higher education institutions seeking to cultivate this perspective in their degree programs, and for academics who support a fundamental reorientation in higher education aimed at confronting the challenge of promoting sustainable development. Social implications: The results established that most of the agronomists who studied at EARTH University are having a positive economic, social and environmental influence, which appears to be closely associated with their university education. This suggests that higher education may in effect play an important role in promoting sustainability and contributing elements for advancing this perspective in higher education in Latin America. Originality/value: This study of EARTH University's educational model reveals that, in the case of Latin America, education for sustainability cannot be limited to providing training in natural resources management. The promotion of inclusive development supposes that students have learned how to manage productive activities that are economically and socially sustainable, and that students have received a solid education in values, aimed at fostering a commitment to build a fairer society.   [More]  Descriptors: Higher Education, Sustainable Development, Role of Education, Graduate Surveys

Johnston, Robert C. (2005). Master Plan, Education Week. During a volunteer stint on a hydroelectric-power project in the mountains of Honduras in 1996, William DeJong began "the walk." As the president of DeJong Inc., one of the top school facility planners in the United States, he wanted to study the conditions of schools in the rugged Central American countryside far from his home in Dublin, Ohio. Walking along dirt roads deeply creased by heavy rains and little upkeep, DeJong arrived at the primary school in the village of Canchias. Compared with the sprawling, modern schools he helps plan in the United States, this was a sad relic: a one-room adobe building with a sagging tile roof and a single window. The decrepit building that DeJong spotted in Honduras has led him to blueprint for better facilities. In this article, the author discusses the school-facility master plan for Honduran school facilities that included structural guidelines and an inventory of facility needs that could be linked to the nation's goals of increasing enrollment and raising academic standards. The plan contains suggested dimensions for classrooms, schematics for community centers, libraries, and offices that are shaping school-design decisions in Honduras.   [More]  Descriptors: Foreign Countries, Latin Americans, Educational Facilities, Academic Standards

Kleyn, Tatyana (2010). Cultural Mismatch in Honduran Garifuna Communities: The Role of Culture, Race, and Language in Schools, Diaspora, Indigenous, and Minority Education. The Garifuna are an Indigenous, Afro-Latino group in Honduras whose distinct cultural, ethnic, and linguistic background has been unacknowledged and frequently misunderstood on a societal level and, consequently, in the schools that serve them. This study argues for the utility of a cultural mismatch approach, one applied primarily to U.S. settings, but which can be extended fruitfully to the Latin American context generally, and for Garifuna populations specifically. Through a comparative case study of 2 Garifuna communities, this study examines student, teacher, and administrator attitudes and perceptions toward culture, race, and language. Then a corresponding analysis of practices within 2 divergent schools is offered: One setting illustrates how a cultural mismatch between students and educators plays a significant role in the formation of an irrelevant education; the second setting demonstrates how mutual respect, caring, and culturally embedded teaching practices result in a relevant pedagogy for Garifuna student.   [More]  Descriptors: Student Attitudes, Administrator Attitudes, Foreign Countries, Teaching Methods

Burns, Mary; Montalvo, Marianne; Rhodes, Rebecca (2010). Lessons from the Global South, Learning & Leading with Technology. What can Mali, an impoverished, land-locked West African nation, teach educators about mobile technology? Little to nothing, one might think. Yet in Mali, as in much of sub-Saharan Africa, teachers and students are increasingly using mobile technologies for learning and teaching. While educators in the United States have debated whether, why, and how to use mobile technologies in class, many schools in the poorest countries in the world–the so-called developing world or Global South–have taken up the use of mobile technologies with gusto despite formidable obstacles. This article describes how schools in Mali, Honduras, Zambia, and Indonesia make the most of the technology they have.   [More]  Descriptors: Foreign Countries, Electronic Learning, Handheld Devices, Technology Uses in Education

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