The politics of culture and the struggle

to get an education

An Article by
Barbara Sparks 1998

Presentation compiled by
Bhagwnai Bai
LEAD 7500
University of Memphis
The Purpose of Study:

u To understand the issues of nonparticipation in

adult education from the perspective of
nonparticipating Chacano/as of Southwest by
examining the impact of historical and
contemporary structural constraints on adult
learner from minority or non-dominant groups in
achieving their educational goals in formal adult
education institutions.
Thesis of the Study:

u Historical and contemporary structural constraint

impede adult learner from minority groups in
achieving their educational goals in formal adult
education institutions. (p. 245)
Main Argument of the Study:

u Adult education discourses of dropout see

nonparticipation as unwillingness to the programs
and ignore underlying problems and the ideology
that encourage adult educators to focus on
students needs and interest (Keridie 1980, p. 46
as cited in Sparks, B. 1998) and overlook their
positions based on differing cultural, social and
structural locations.
Conceptual Framework and
Methodology of the study:

u Structuration Theory, Giddens' theory of action and

Gramsci' s (1971) concept of hegemony, or predominant authority, to analyze
the formation of social system (structure and agency), cultural hegemony or
dominance where dominant ideology is manipulated to non-dominant groups

u Simple criterion-based selection of select 30 Chicano/as who had previous

experience in adult education programs
Data collection and Analysis of the
study:

u Data were collected over a 10 month period using participant observation and
in-depth interviewing.

u The constant comparative method (Glaser & Strauss, 1967) whereby

collection, coding, and analysis occur jointly in order to develop theory.
Findings of the study:

Marginalization

u Feelings of exclusion were expressed in relation to other students and to

teachers. "I wasn't getting any help."
u Invisibility related to a lack of care and attention on the part of the teacher.
"Nobody seemed to notice if I was there or not.
u Sense of inferior status was conveyed by comments and attitudes about the
learning environment. "I was told, 'Let's see how can I get through to your
kind.'
Findings of the study:

Learner Expectations

u Environment: Lack of enthusiasm and seriousness influenced participation in

the program. "You really couldn't get into it.
u Organization: Disorganization is experienced as demeaning and disrespectful
of one's time. "They weren't too helpful, maybe because there was too many
people."
u Teaching-Learning Exchange: Teaching styles were perceived to either
encourage or interfere with the exchange of information and learning. "She
didn't give us any examples and nobody's catching on.
Findings of the study:

Intercultural Understanding

u Cultural Identity: Cultural identity was pushed out and supposed for
assimilation. "You never forget what you are no matter how White the world
is.
u Native Language: Weak English is sign of inefficiency created uncomfortable
environment. "They told us to leave our Spanish outside the classroom.
Discussion and Conclusion:

u A theory of educational discrimination in adult programs emerged under

conditions of structural, cultural, and historical differentials and coalesced in
the context of educational struggles.
u As a consequence of structural discrimination, the men and women here have
decided that formalized programs are not for them.
u While ABE espouses opportunities for learning, it limits access to what people
can learn, sets variable conditions under which learning occurs, and has
standardized and institutionalized mechanisms (Hotsman, 1990) for social
control and hegemonic purposes.
u The practices of adult education conflict with the ethic of care and assistance
which Chicano/as both value and seek.
u The monolingual, monoculture educational settings supported by the
predominance of middle-class Anglo instructors suggests individuals must
forget who they are and strive for the dominant culture (Vogel-Zanger, 1994)
espoused in adult programs.
Discussion and Conclusion:

u Forced to assimilate into the dominant culture by accommodating to

different cultural values and language, Chicaho/as experience this loss as
regret, shame, and conflict.
u Group ethos contradict with the dominant culture where individual
competition and achievement is promoted in classroom setting.
u Patriarchal attitude of adult education, which assumes a greater
understanding of what is best for the learner (Keddie, 1980; Pai, 1990), rather
than soliciting their input and preferences.
u People did not reject education or the knowledge that they could gain (Weiss,
1984), they rejected programs that did not meet their educational needs or
sustain their cultural identities (Quigley, 1990). Individuals view their culture
as action, as dynamic and rooted in traditions that are evolving and
sustaining.
Implication for Practice:

u Group Practices and programs must relate to the needs of the target audience
(Fowler-Frey, 1996) as defined by them, not by the instructors and
administrators who offer services (Fraser, 1989).
u Multidisciplinary, antiracist approaches to educational research (Fowler-Frey,
1996) with full participation by all racial, ethnic, gender, and class groups are
required to fully expand the partial knowledge we now have regarding issues
of adult education practices.