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A Thesis Presented to the Faculty of Graduate Studies of the University

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A Thesis Presented to the Faculty of Graduate Studies of the University AS DROPS BECOME WAVES: A CASE STUDY OF EDUCATION AND TRANSFORMATION THROUGH THE SISTEMA APRENDIZAJE TUTORIAL (SAT) IN RURAL COLOMBIA A Thesis Presented to The Faculty of Graduate Studies of The University of Guelph by MICHAEL R. LEGGETT In partial fulfilment of requirements for the degree of Master of Science July, 2006 © Michael Robert Leggett, 2006 ii ABSTRACT AS DROPS BECOME WAVES: A CASE STUDY OF EDUCATION AND TRANSFORMATION THROUGH THE SISTEMA APRENDIZAJE TUTORIAL (SAT) IN RURAL COLOMBIA Michael Robert Leggett Advisor: University of Guelph, 2006 Professor H. Hambly This thesis takes the form of a single case study focussed on the SAT programme, a capacity building approach to community development offered through an alternative secondary educational programme in Colombia. The thesis is an investigation into the conceptions and experiences around personal and social transformation of graduates of SAT in the department of Risaralda. These experiences are analysed in relation to current theoretical approaches in education, rural development and capacity building, in order to address knowledge gaps in these literatures with the insights learnt from the SAT programme in Risaralda. In-depth interviews, participant observation and review of secondary literature were employed as data collection methods, and qualitative coding of interviews served as the primary mode of data analysis Findings highlight the value of service as a practical and motivational bridge between the personal and the social, and the role of spirituality in reconfiguring concepts of the self and the community as fluid elements that blend into each other. i DEDICATION This thesis is dedicated to the SAT graduates interviewed in this study, who, out of a passion for learning and a sincere love for others, and through incredible hardship, have dedicated their lives, their talents, and their tears to an enduring vision of human prosperity and rural well-being. ii ACKNOWLEDGEMENTS It would seem inadequate to put forward this contribution of research without acknowledging the many other contributors who, in a real way, have given much of themselves to make it possible. I would first like to acknowledge those true heroines and heroes, who, in some cases have risked their own and their family’s security to come forward and share their experiences with the SAT programme, and whose example of sacrificial and joyful service in bettering their community first inspired and has sustained the work of writing this thesis. I would also like to thank my tireless thesis advisor, Dr. Helen Hambly, whose support and steadfast belief in me and in the importance of this research alone allowed the field work in Colombia to take place. My sincerest gratitude must also extend to my advisory committee members, Dr. Jana Janakiram and Dr. Jim Shute, whose diligent and concerted contributions have been of great assistance throughout the length of the research process. I must also acknowledge the generosity and encouragement that came from many of the staff involved with SAT and FUNDAEC respectively. Among them, Sr. Eduardo de Jesus Arenas, the Director of the SAT programme in Risaralda, whose countless hours of support to set up interviews, liaise with government officials about my safety and the timelineness of travelling to make farm visits, and whose own example of nobility and dedication have taught me much in this study. I would also like to acknowledge Drs. Gustavo Correa and Haleh Arbab-Correa, Director and Vice-Director of FUNDAEC respectively, whose encouragement and hospitality in accommodating the needs associated with the research throughout the entire length of my time in Colombia are gifts I will forever cherish. Dr. Farzam Arbab, one of the founders of FUNDAEC, has served as an inspiration for this study for his steadfast conviction in the immense possibilities of the human spirit and the enabling force of education. His suggestions and comments on the history of FUNDAEC helped shape the direction of the research. My sincere gratitude is also extended to the many other staff of FUNDAEC whose resourcefulness, integrity and friendship are invaluable gifts I will cherish always: Karim Beers, Elisa Caney, Caren Rosenthal, Karim and Leslie Garrett, Haido Roldan, Ana Christina, Pablo Betancourt, Luciano and Nilma Rodriguez, Heber and his family in Apia. I also thank the staff of the International Center for Tropical Agriculture (CIAT), particularly Joachim Voss, Steven Beebe, and Edith Hesse for their support and hospitality while visiting CIAT in Cali. This research was also aided and made possible through the generous financial support of research grants provided by the Social Sciences and Humanities Research Council (SSHRC) as well as the University of Guelph. Michael Hodgson at SSHRC was greatly encouraging in his support and assistance. My sincerest thanks must also go to Linda Grayburn, whose expertise and professionalism with information systems in the library were always available and helped me find many materials I would not have otherwise found. I also wish to acknowledge my colleagues in Rural Extension Studies at the University of Guelph whose genuine friendship and encouragement in trying times brought me hope and confidence. Among them are Sarah Cardey, Jaya Choudhry, Nikki Whaites, Courtney Denard and Marshall Gallard. The staff and faculty in the department have also shown a level of professionalism and resourcefulness that I am truly grateful for. iii I would also especially like to thank my family, particularly my dear parents whose belief in me and whose personal example have always and continue to inspire me to work in a spirit of service to humanity. Finally, I would like to thank my beloved wife and closest companion, Taban, whose constant support and loving encouragement have urged me on through weak moments, and who has been a collaborator in discussing many aspects and difficult sections of the thesis with me. If Isaac Newton felt himself standing on the shoulders of giants, comparatively, I have felt the hands of those many unnamed companions of the spiritual world guiding my steps, and inspiring my thoughts throughout the research process, aiding me through the most trying and uncertain moments. iv TABLE OF CONTENTS Page TABLE OF CONTENTS .....................................................................................................IV LIST OF TABLES .............................................................................................................. VII LIST OF FIGURES & ILLUSTRATIONS.....................................................................VIII APPENDICES.......................................................................................................................IX CHAPTER ONE .....................................................................................................................1 Background............................................................................................................................... 1 Goal and Objectives of the Study ............................................................................................. 2 Research Design........................................................................................................................ 3 Significance of the Study.......................................................................................................... 4 Limitations of the Study............................................................................................................ 4 Structure of the Thesis .............................................................................................................. 5 CHAPTER TWO LITERATURE REVIEW ....................................................................... 7 Introduction............................................................................................................................... 7 Creating Context for the Literature........................................................................................... 7 Historical Context ......................................................................................................... 8 Individual-Oriented Education.................................................................................................. 9 Behaviourist Theories ................................................................................................... 9 Humanistic Psychology ................................................................................................ 9 Experiential Learning.................................................................................................. 10 Transformative Learning ............................................................................................ 11 Holistic Education....................................................................................................... 12 Social Change-Oriented Education......................................................................................... 13 Influence of Gramsci................................................................................................... 14 Gaps in the Literature.............................................................................................................. 15 Dialectic between Individual and Society................................................................... 16 An Emerging Alternative Conceptual Framework ................................................................. 16
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