Vulnerability, Trust and the Accompaniment of Educational Development in Nicaragua

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dc.contributor.advisorJohn L. Jackson
dc.contributor.authorTarditi, Matthew James
dc.contributor.authorTarditi, Matthew James
dc.date2023-05-17T16:10:34.000
dc.date.accessioned2023-05-22T16:55:39Z
dc.date.available2016-07-15T00:00:00Z
dc.date.copyright2016-11-29T00:00:00-08:00
dc.date.issued2016-01-01
dc.date.submitted2016-11-29T13:00:08-08:00
dc.description.abstractAsymmetrical power relations, imposition and hierarchy characterize much of the field of development. Design and decisions are often dominated by the few as programs determine what is best for the local communities they seek to assist (Cooke & Kothari, 2001). The multiply wounded nation of Nicaragua is no exception to the norm, and the country has a long history of outside intervention by non-governmental and governmental organizations seeking to distribute materials or empower communities. Originally founded through a partnership between the University of Pennsylvania's Graduate School of Education and a Nicaragua Corporate Social Responsibility Division, the Digital Seeds Program strives to push against the common impositional and assistencialist approaches to development through a collaborative, relational and holistic approach. Relational trust and authentic dialogue are centerpieces of what the Program calls accompaniment, or the direct, personalized support of educational actors inside and outside the classroom, and it is within these interpersonal encounters that Digital Seeds' facilitators join teachers in their daily lives. Informed by over six years of participant-observation and insider-outsider evaluation of the Program from its inception in 2009, this participatory action research project seeks to understand how participants make meaning of Digital Seeds as they understand the nature and role of trust and dialogue in thee iterative construction of the Program. It is my contention that a core group of emotionally intelligent and professionally gifted staff embody this deeply relational and dialogic accompaniment model, and their example serves to show the possibilities of reciprocal vulnerability and mutual trust in cultivating respectful partnerships.
dc.description.degreeDoctor of Philosophy (PhD)
dc.format.extent362 p.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://repository.upenn.edu/handle/20.500.14332/28928
dc.languageen
dc.legacy.articleid3837
dc.legacy.fulltexturlhttps://repository.upenn.edu/cgi/viewcontent.cgi?article=3837&context=edissertations&unstamped=1
dc.provenanceReceived from ProQuest
dc.rightsMatthew James Tarditi
dc.source.issue2051
dc.source.journalPublicly Accessible Penn Dissertations
dc.source.statuspublished
dc.subject.otherCorporate Social Responsibility
dc.subject.otherDevelopment
dc.subject.otherEducation
dc.subject.otherNicaragua
dc.subject.otherSemillas Digitales
dc.subject.otherTrust
dc.subject.otherEducation
dc.subject.otherLatin American Languages and Societies
dc.subject.otherLatin American Studies
dc.subject.otherOrganizational Behavior and Theory
dc.titleVulnerability, Trust and the Accompaniment of Educational Development in Nicaragua
dc.typeDissertation/Thesis
digcom.contributor.authorisAuthorOfPublication|email:matthew.tarditi@gmail.com|institution:University of Pennsylvania|Tarditi, Matthew James
digcom.date.embargo2016-07-15T00:00:00-07:00
digcom.identifieredissertations/2051
digcom.identifier.contextkey9424927
digcom.identifier.submissionpathedissertations/2051
digcom.typedissertation
dspace.entity.typePublication
relation.isAuthorOfPublication58bb4a2f-821b-4cc7-b7f4-89bb37d75978
relation.isAuthorOfPublication.latestForDiscovery58bb4a2f-821b-4cc7-b7f4-89bb37d75978
upenn.graduate.groupEducation
upenn.schoolDepartmentCenterGraduate School of Education Dissertations
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