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A Tale of Two Barrios : Educational Implications of Community Liberation-Development

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A Tale of Two Barrios : Educational Implications of Community Liberation-Development University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1980 A tale of two barrios : educational implications of community liberation-development. Fe Mary Collantes University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Collantes, Fe Mary, "A tale of two barrios : educational implications of community liberation-development." (1980). Doctoral Dissertations 1896 - February 2014. 2189. https://scholarworks.umass.edu/dissertations_1/2189 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. A TALE OF TWO BARRIOS: EDUCATIONAL IMPLICATIONS OF COMMUNITY LIBERATION-DEVELOPMENT A Dissertation Presented By Sister Fe Mary Coll antes, O.S.3. Submitted to the Graduaie School^ of the University of Massachusetts in partial ful_fi Ilmen of the requirements for the degree of DOCTOR OF EDUCATION February 1980 Educati on i Sister Fe Mary Collantes, O.S.B 1980 © All Rights Reserved i i A TALE OF TWO BARRIOS; EDUCATIONAL IMPLICATIONS OF COMMUNITY LIBERATION-DEVELOPMENT A Dissertation Presented By Sister Fe Mary Collantes, O.S.B. Approved as to style and content by: David Kinsey, Chairperson Horace Reed, Member , DEDICATION Alay sa Mahal na Birhen, Ina ng mga dukha at inaapi Dinggin mo ang mga daing at panalangin ng lahat nang naghahangad ng buhay kalayaan at pananagutan, pagmamahal at pagkakaisa sa isang makatao at makatarungang pamayanan. (to the Blessed Virgin Mary, Mother of the poor and the oppressed Listen to the cries and longings of those who seek life, freedom and responsibility, love and unity in a liberating, humanizing ana just community.) . ABSTRACT A Tale of Two Barrios: Educational Implications of Community Liberation-Development February 1980 Sister Mary Fe Collantes, O.S.3. B.A., B.S.E. St. Schol astica ' s College, Manila M.A. in Social Work, Asian Social Institute, Manila M.A. in International Development Education, Stanford University, California Ed, D. University of Massachusetts, Amherst Directed by; Professor David Kinsey In the first instance this is a descriptive study of the concepts of development and liberation in general, and an analysis of their Specific applications in the community development and community building programs of two barrios (villages) in the Philippines. Secondly, it presents a conceptual synthesis for a community liberation-development approach as well as a design for community-building education to initiate this concept. The methodological approach combines a critical survey of the literature, with particular reference to Philippine community development, formula- and an exploratory field study of two barrios. The conceptual synthesis, and tion of a comorehensi ve community 1 iberation-development literature and field its educational implications, is derived from the studies V The review of literature reveals the differences between development and liberation concepts in general, as well as their applica- tions in the government's community development program and the Church's community building project in the Philippines. The results of the participatory assessment made by the people of the two barrios also indicate marked contrasts between them. As hypothesized, the nartici- pants in the two cases differed in their perception, assessment and vision of community development. A deeper analysis of and critical reflection on the findings showed strengths and weaknesses of both. The stress on material improvement and self-reliance in the community development approach, as well as the emphasis on structural transformation cased on people's participation in the community building approach are both the needs which the respondents expressed during the interview-dialogues with them. An exclusive emphasis on these as the only alternatives and the exaggeration of their potentials, has in the past led communTty develop- ment to become "developmental i sm" and the community-building to become "liberationism". The result has been continuing underdevelopment. The proposed synthesis, a comprehensive community liberation- development concept, is conceived as a dynamic ongoing process which matches the yearnings for self-actualization with liberating societal structures. The goal is that all men and women can grow as persons whil^. it liberates, they create a community, and the community can flourish as this nourishes and challenges its members. As an initial step towards education goal, the study suggests a specific community-building help to initiate strategy and program. This pilot project should not only and feasibility. the synthesis but would also test its validity vi TABLE OF CONTENTS INTRODUCTION Chapter I. A TALE OF TWO BARRIOS; SIMILARITIES AND NEEDS 11 Overview H Perceptions of Development in Nagbalayong 17 Perceptions of Development in Talim 20 II. WESTERN CONCEPTS OF COMMUNITY DEVELOPMENT 24 Western Theories of Development 25 Western Concepts of Community Development 31 Application of Western Concepts in the Philippines ... 42 III. LIBERATION PRAXIS ON COMMUNITY DEVELOPMENT 55 Situation of Underdevelopment 55 Conflict Theories: Other Alternatives to Western Consensus Approach 63 Latin American Liberation Praxis 64 Philippine Church Adaption 69 IV. NAGBALAYONG AND TALIM; A STUDY OF CONTRASTS 76 Background of the Study 76 Approach of the Study 32 Presentation and Analysis 35 . 105 V. A COMPREHENSIVE COMMUNITY LIBERATION-DEVELOPMENT CONCEPT Issues in Development and Liberation 105 Central Terms and Concepts 119 Filipino Characteri sties to Consider .......... 122 A Conceptual Synthesis of Development and Liberation . 130 VI. EDUCATIONAL IMPLICATIONS: A COMMUNITY-BUILDING EDUCATION PROGRAM General Educational Implications lAO . Community-Building Education . ._ _ |^0 . i5<i Basic Orientation for Community-Building Education . Conclusion FOOTNOTES BIBLIOGRAPHY APPENDICES vi i LIST OF TABLES 1. Socio-economic Characteristics of the Sample Population 81 2. Sample Distribution by Barrio and Category of Responses 84 3. People's Perception of Community Program 105 4. Yearnings and the Filipino 126 vi i i ILLUSTRATIONS Figure 1 . Evaluation Structure 35 2 . Perception of Activities !!!!!!!!! 89 3 . Perception of Participation !'.!!!! 91 4 . Satisfaction Dissatisfaction with Methods 93 5 . Effects of Involvement in Projects 94 6. Desires for Continuity/New Starts ’ i’ 95 ’ 7 . Prospects of Project Continuing 93 8. How Projects Represent Development gg 9 . A Comprehensive Community Li berati on-Devel opment 133 Map 1 . Two Barrios: Nagbalayong and Talim ]5 i X INTRODUCTION HISTORIES of nations and groups, as well as biographies of individuals, are filled with accounts of the efforts of men and women to solve their problems, to answer their needs, and to develop themselves through collective action without losing their identity or destroying the uniqueness of others. It is about these quests for sel r-actual i zation in community and for community building amidst individual differences that this study is concerned. I oday there are so many concepts of community development (CD) that experts in the field are both hesitant and reluctant to define it. The story of the five blind men describing an elephant as only the tail, leg, the the hoof, the belly or che tusk, depending on the part he is holding, is very true of community develcoment. Thus economists tend to view CD mainly in terms of Gross National Product and material pro- gress. Sociologists are orone to see it as social change, while anthro- pologists as cultural values and beliefs that relate to modernization. Politicians look at CD as a tool for mobilizing the masses in the task of nation building while social reformers consider it a means of solving individual and social problems. And the more specialized each discipline or grouD becomes, the narrower is the focus. While a narrow focus and overspecialization frequently equate CD with toilet construction and infrastructure improvement, a broader view with vague goals of societal transformati on may make of it an inspiring Utopian dream equally unattainable. These extremes, which neither pro- 1 2 rnot6 d6velopment nor creatG cornmunity, can bG sggh in Gconomically oriGntGd CD projGCts and in confl i ct-focusGd community mobilization (CM) programs. VJhilG thG "Gconomic" approach would SGttlG for small, con- crGte and visible quantitative results in the material sphere, the conflict-mobilization model seems to be satisfied with beautifully worded goals and demonstrations. The one is so concrete as to be uninspiring or incomplete, the other so visionary and fiery as to be unrealistic. One is easily counted; the other defies the conventional tools of measure- ment. While each tendency potentially has something to offer to the cause of community development, they have in practice contributed to the common phenomenon in community development of promising starts and early fade-outs. There is a need to have a viable alternative or syn- thesis that may have better prospects for comprehensive and continuous community development. The purpose of this study is to develop such a comprehensive com- munity devel opment-and- 1 i deration concept, and to identify some educa- tional implications or steps which will help with
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