Social and Cultural Practices Influencing Literacy Learning in Cuba

1. Social and Cultural Practices Influencing Literacy Learning in Cuba

2. Presenters Anitra Butler; Prince George's Community College Wendy Donnell; Avila UniversityLeigh Hall; Univ. of North Carolina, Chapel HillSocorro Herrera; Kansas State UniversityFrancesca Pomerantz; Salem State University Lorrie Webb; Texas A&M University San Antonio

3. Education: the responsibility of the revolutionary government, the right of all citizensCuban law enacted June 6, 1961 1 million illiterate Cubans were identified in 1960-61. From January-December of 1961, the entire nation mobilized to eradicate illiteracy and bring equality through education to all citizens. Volunteers were successful in educating 707,212 Cubans to read and write by the end of the Campaign. In just one year, Cuba was free of illiteracy.

4. Brief Timeline of the National Literacy Campaign September 26, 1960: Fidel Castro announces his plan for National Literacy Campaign, to eradicate illiteracy in one year, at United Nations General Assembly January 11, 1961: Cuban population mobilizes to implement the Campaign as the highest national priority; teacher-to-student ratio established as 1:4 April 1961: School suspended for 8 months throughout Cuba so teachers and student literacy brigadistas can serve in the Campaign June 6, 1961: Nationalized system of universal free public education established by law December 22, 1961: Campaign successfully concludes; education is established for all citizens without regard to social class; Castro declares Cuba free of illiteracy

5. A mass mobilization of over 250,000 volunteer Campaign workers:Who were the brigadistas? • 35,000 educators served as advisors; trained volunteers • 120,000 "people's instructors" brigadistas • taught in their own locale in their spare time • 100,000 "Conrado Benitez" brigadistas: student volunteers, most ages 10-19 • deployed throughout countryside to teach peasant population • equipped with uniform, lantern, teacher's manual, and primers • lived and worked with those they tutored • 13,000 "Patria oMuerte" workers' brigadistas • third wave of workers; seek out & teach illiterate population in remote areas during final months of the Campaign Resources: Presentation of Luisa Campos, Director of the Literacy Museum, Havana, Cuba, October 12, 2011 Prieto Morales, A. (1981). Cuba’s National literacy campaign. Journal of Reading, 25. 215-221.

6. Memorabilia located in the Literacy Museum, Havana Campaign student notebook, published by the Republic of Cuba Revolutionary Government, Ministry of Education Luisa Campos, director of the Literacy Museum, with display containing uniform and lamp provided to Campaign workers Conrado Benitez Brigade Army of Literacy Tutors flag commemorating Campaign victory • Flag signed byPatria oMuertebrigadistasto commemorate participation in the National Literacy Campaign, September 4 to December 20, 1961 during the Year of Education

7. What is literacy in Cuba? • Reading and writing in order to function in everyday life (e.g. read a sign, write a letter). • Reading and writing to further one’s education and training so that one can obtain a job and contribute to society.

8. What is literacy in Cuba? • Reading, writing, and viewing in order to acquire political, social, and moral messages

11. “Nosotros recordamos el tiempo cuando todo padre aspiraba que sus hijos tuvieran oportunidades..pero ha nadie le importaba. Hoy somos parte de su educación.” "We remember the time when every parent hoped their children would have opportunities .. but nobody cared. Today we are part of their education. " Nuestro Orgullo: Escuelas sin Barreras Para el éxito de Nuestros HijosOur Pride: Schools without barriers for the success of our Children Strong Emphasis on Literacy Focus on the Family and Community Open Doors to Professional Membership Access and Opportunity for all

12. Accomplished through… • Community Focus Groups • Collaboration for Successful Matriculation of Students • Collaboration between Community, Family and Teachers. • On-site parental support through school liaison

13. Curriculum • Functional – 3rd grade level at minimum for all • Communication Skills/Language • Expressing oneself clearly and precisely – ultimate goal of all • Through language, the majority of knowledge is acquired. • Learning to listen to other people, even if disagreeing with what they say is a basic matter of daily development • A good listener stands above the rest – demonstrates the ability to learn to tolerate criticism and dissenting voices • The Arts • Music • Dance • Life/Civic Responsibility • Maintaining classrooms • Tending gardens

15. Curriculum • Manipulatives • Handmade • Politically themed • Making Words • Student sets to keep at home • Texts • Vehicle to promote the values of the government & the culture • Technology • Computer labs • TV lessons broadcast to mass public

17. Curriculum: Special Education • Separate schools with goal to move to total inclusion in regular education schools • Visually impaired • Hearing impaired • Mentally retarded • Same curriculum as regular education with addition of specialties, such as sign language • Use of technology mandatory

19. Curriculum: Special Education • Resources • Didactics • Environmental-Physical • Technical-scientific • Modalities • Early family & stimulation oriented • Traveling teachers • Welcoming classrooms • Professional Support • Human resource training & effectiveness • Medical services in the areas • Speech pathology services • Scientific research • Growth Areas • Cultural & sports activities • Special Olympics • Boy Scout pioneer activities

20. Teacher Education in Cuba • Demographics: • The school of education has 58 professors and 32 members of the staff that support the professors. • Students begin the teacher education program in grade 10 (between the ages of 14 and 15). This marks the beginning of their technical training in pedagogy. • Students exit the program at the age of 18 or 19 and begin working as comprehensive teachers in local schools. (If they choose, the students may continue their education by earning their Master’s degrees.)

21. Teacher Education in Cuba • Mission: • The instructors will serve as models for the future teachers of Cuba during the teacher education training program. • The school of teacher education emphasizes the importance of families and community based organizations. • The number of teachers developed by the school of education is dependent upon the number of teachers needed by the municipality.

22. Teacher Education in Cuba • Categories for teachers: • Comprehensive Teachers: Teachers who were tracked to be in the profession and began their training in grade 10. They are trained to become general comprehensive teachers to work in primary and secondary schools. • Emergency Teachers: Grade 10 students provided with 8 months of intensive course training and 2 months of student teaching (or practical work). These emergency teachers are used in primary schools.

23. Teacher Education in Cuba

24. Teacher Education in Cuba • Teacher Education Program Evaluation: • The Ministry of Education evaluates the Teacher Education Program often by monitoring the progress of the program regarding the attrition rate. • The Ministry of Education monitors the methodological studies of the students, also known as the program of study.

25. Comparisons to the U.S.: Curriculum • The Cuban and American school systems: • Use scripted/paced curriculum • Encourage students to read • Strive for scientific approaches to teaching and learning • Strive for inclusive education for all students • Provide after school enrichment activities • Value parental involvement

26. Comparisons to the U.S.: Teacher Education “Teaching the person of the future is not merely about teaching a subject,” Daisy Gonzales Pirdrofita • The Cuban and American teacher preparation programs: • Have multiple avenues for becoming a teacher • Have a shortage of qualified teachers • Struggle with teaching being seen as a low status profession