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A Slippery Slope for Miskitu Families Living in the Pearl Lagoon Basin of Nicaragua Patricia Ann Conway University of San Francisco, [email protected]

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A Slippery Slope for Miskitu Families Living in the Pearl Lagoon Basin of Nicaragua Patricia Ann Conway University of San Francisco, Paconway@Usfca.Edu The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2015 Keeping Kids in School: A Slippery Slope for Miskitu Families Living in the Pearl Lagoon Basin of Nicaragua Patricia Ann Conway University of San Francisco, [email protected] Follow this and additional works at: https://repository.usfca.edu/diss Part of the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Conway, Patricia Ann, "Keeping Kids in School: A Slippery Slope for Miskitu Families Living in the Pearl Lagoon Basin of Nicaragua" (2015). Doctoral Dissertations. 297. https://repository.usfca.edu/diss/297 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco KEEPING KIDS IN SCHOOL: A SLIPPERY SLOPE FOR MISKITU FAMILIES LIVING IN THE PEARL LAGOON BASIN OF NICARAGUA A Dissertation Presented to The Faculty of the School of Education Department of Leadership Studies In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Patricia Ann Conway San Francisco November 2015 THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract Keeping Kids in School: A Slippery Slope for Miskitu Families Living in the Pearl Lagoon Basin of Nicaragua In 2014, Miskitu participants in the communities of Raitipura and Kahkabila and several of their children had dropped out of school. Earlier quantitative research revealed a problem of low matriculation in elementary and high schools in all of Nicaragua. This inquiry differed from others in that it was a qualitative study focusing on one group of people: the Miskitu community members living on Nicaragua’s Atlantic Coast. This investigation employed the participatory-action research methodology, allowing participants to tell their own stories about the events leading up to their dematriculation. The six participants, male and female, are of Miskitu heritage, were at least 16 years of age, were born and continue to live in either Raitipura or Kahkabila, and all but one speaks Miskitu as their first language. Participants revealed reasons for dropping out of school by discussing their school experiences, the elementary school curriculum, and indications of the Miskitu language and culture in and out of school. A variety of themes emerged from these conversations: poverty, teen pregnancy, health services, relationships between parents and teachers, parental concerns regarding school curriculum, school attendance, and indications of early stages of language loss in the communities. Many themes were commonly shared among the six participants. Additionally, participants often gave more than one reason for withdrawing from school. Therefore, it future work should reflect the understanding that dropping out of school is often not the result of a single factor and that any action attempting to resolve the problem of high ii drop-out rates must recognize and address the multiple and often interrelated factors that contribute to dematriculation among Miskitu children attending schools in these communities. iii This dissertation, written under the direction of the candidate’s dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. The content and research methodologies presented in this work represent the work of the candidate alone. Patricia Ann Conway November 20, 2015 Candidate Date Dissertation Committee Patricia Mitchell November 20, 2015 Chairperson Brian Gerrard November 20, 2015 M. Sedique Popal November 20, 2015 Betty Taylor November 20, 2015 iv This Dissertation is Dedicated to The Miskitu Peoples of Kahkabila and Raitipura, Nicaragua v ACKNOWLEDGMENTS Dissertation Topic My interest in indigenous education took hold during the last 3 years of my graduate work at the University of San Francisco. The inquiry I conducted at that time focused on how relevant curriculum and education practices could encourage and enable indigenous children in Oaxaca, Mexico, to remain in school. Later, over numerous conversations with my friend, Ms. Amalia Dixon, who is of Miskitu heritage, I became aware that education concerns that had earlier beset families in Oaxaca existed in contemporary indigenous communities in Nicaragua as well. Thus, it was because of Ms. Dixon, an educator in the United States and Nicaragua, that I was introduced to the Miskitu culture, and it was with this foundation that my dissertation journey began. Research into the education practices of two Miskitu communities in the Pearl Lagoon Basin of Nicaragua became not only the topic of my dissertation, but would influence the direction I hope my postgraduate work will follow, as well. Dissertation Committee Members I would like to begin by honoring you, Dr. Patricia Mitchell, my dissertation chair, the person that I have known, respected, and learned from during the entire span of my education experience at the University of San Francisco. Dr. Mitchell, thank you for introducing servant leadership into my life and for allowing me to witness how servant leadership has influenced your teaching practices. The dissertation journey has been joyful with you, Dr. Mitchell. In the simplest but the most precise terms, you have guided me carefully along, encouraging me to bring forth my deepest research experiences that were revealed to me by participants living in the Pearl Lagoon region of Nicaragua. vi Thank you, Dr. Mitchell, for being my teacher, my mentor, and someone I feel honored to call my friend. Dr. Brian Gerard, my research would have been greatly lacking without your significant suggestion during the proposal defense. Thank you, Dr. Gerard for directing my inquiry to include information regarding the importance of school attendance. School dropouts really do begin in kindergarten. Dr. Sadique Popal, thank you for serving on my dissertation committee. I am grateful that you taught me the importance of including language research in my work in Nicaragua. Also, as a student in three of your classes at USF, you taught me that learning can and must be a joyful experience. I brought this concept with me as I entered the Miskitu communities and found that laughter and joy are universal and are what served as unifying and clarifying elements in the research process. Dr. Betty Taylor, I am honored that you accepted the invitation to serve on my dissertation committee. Your expertise in cultural competency, human rights, and multicultural perspectives in education helped me to continually focus on these areas with participants. Thank you very much; I will always be grateful to you. Influential Professors at the University of San Francisco From the Organization and Leadership Department, I would like to thank you, Dr. Ellen Herda. You taught me the importance of seeking meaning through experiences. I also learned from you that understanding is not fixed, but is always changing, unveiling new perspectives. It was with this understanding and respect for the plurality of meaning that I carried out my research in Nicaragua. vii Thank you, Dr. Gini Shimabukuro, for the guidance and support you offered all of your students in the 709 proposal course. Your instruction and attention to our work went beyond all expectations as you read and corrected every piece of submitted work. You were highly appreciated and esteemed by all of your students, Dr. Shimabukuro. I would like to honor the following teachers who taught classes through the International and Multicultural Department; classes that provided me with the necessary tools to meet respectfully with the Miskitu peoples and to learn from them, my ultimate teachers. These professors are Dr. Emma Fuentes, Dr. Shabnam Koirala Azad, Dr. Sedique Popal, Dr. Stephen Zunes, and visiting professors Dr. Greg Misiaszek and Dr. Charlie Clements. Even though I never had classes with Dr. Susan Katz and Dr. Onllwyn Dixon, I am grateful to them both for the knowledge they transmitted regarding indigenous peoples in South America and indigenous knowledge. The Miskitu Participants and Guides I thank the participants whose names must remain anonymous. You were more than generous with your patience, your time, and the warmth shown to this stranger from California who walked one day into your communities. Thank you for so openly sharing your stories with me and for offering friendship; you were then and remain now my ultimate teachers. Ms. Eveth Ingram Peachy and Mr. Jairo Schwartz, my friends and guides: it truthfully can be said that this research could never have taken place without you. You literally led me through flooded paths and treacherous waters to arrive at our destinations. How many people can be depended upon to do that? Thank you for introducing me to the families, translating when necessary, staying with me throughout all the long conversations, and for arranging the follow-up meetings and later the phone viii calls with participants, once I had returned to the United States. I never could have imagined meeting such gifted,
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