Teaching for Social Justice in Rural Dominican Republic
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2015
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Swarthmore College. Dept. of Educational Studies
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Thesis (B.A.)
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en_US
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Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
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Abstract
This thesis explores how teachers at Escuela Cat61ica de los Bateyes (ECB), a rural
school in the Dominican Republic, define and enact social justice education. The research is
based upon semi-structured interviews with four teachers and the author's field notes during her
work with nine ECB teachers on her Lang Opportunity Scholarship project in the summer of
2014. She finds that local and national contextual factors, including the Catholic mission of the
school, the rural poverty of the area, and the presence of undocumented Haitian students in the
school, were crucial to how the teachers viewed social justice education. Rather than the Freirean
aims of consciousness building, uprising, and liberation, ECB teachers saw the central goals of
social justice education as creating convivencia (living in harmony in community and society),
instilling valores (morals and values), and ensuring their students' right to education.