Edward M. Gerlock: Priestly solidarity with poor farmers

Abstract

Step 1 in CO (community organizing) I don’t think any of the kids were orphans but children of urban poor living on the margins of the area. In one sense, certainly a majority of the kids thought of the center as “home” since they spent the largest amount of time and had their closest relationships there. Step 2 Building relationships Tet was a facilitator not a lecturer and kids would bring up issues/problems in discussions which at times were common to the group. Tet would lead discussions around some of the most common problems and would ask the group if any of the problems seemed solvable (health, food, security, home relationships, etc.) Tet was very much aware that some problems of the kids were more easily solvable than others and chose an easy one. I think the fact that some knew how to read and write would have been one of them. With some help, one child could teach another (Tet could help with methodology but the kids themselves would be the “teachers”. Step 3 Go from the easiest to the more difficult It is also important to occasionally reflect on what is happening. (I often hear the old folks say “I'm only grade 2, I never thought I could....) I might add one final note: not everyone is happy with farmers, children or even old people finding their true identity as you can well imagine. But it’s been very meaningful to have been a part of it—and it may well have applications elsewhere. Participatory education Both in the cases of older people and street children, the general society does not expect these sectors to advocate for their rights. While the expectation is that children need to be educated, the form of that education is not often thought of as participatory. For people like Celeste and myself, the education worked both ways and we learned at least as much from the children as they from us.