Life in a bidonville (poor urban slum) is portrayed in this study using the lens of learning. This contribution to the generally sparse literature and knowledge on communities in Haiti, discusses elements of informal and non-formal learning in this difficult context. The process of qualitative observation over the period of six months revealed many "community-based assets." These assets contributed to learning by providing spaces of calm, safety and respect, emerging from strong shared values of mutual assistance. In equal proportion, however, mawonaj (deceit or hiding the truth) and silence, as well as the social and cultural challenges of listening at many levels reinforced traditional hierarchies and prevented or interfered with changing mental models, making these obstacles to learning. / In the-heart of this neighbourhood, the focal point of social and economic activity, a community-based development organization served as the vantage point for observation and interviews. Primary information sources included observation and interviews largely involving this organization's personnel, volunteers and the people that frequented it for many different reasons. / The unit of analysis for this study is the adult learner, observed within a community development organizational context. Using the adult learner in situe (at a community centre) as the focal point, this study attempts to gain insights on how community learning takes place. It posits that changes in knowledge, skills and attitudes which take place at an individual level---learning---which bring about transformations in the social and interpersonal context, is the basis of community development. Revealing this context, the content and how the behaviour and mental modeling are controlled at a community's epicentre, gives insights into understanding the process of how the community learns more broadly, giving value to phenomena which take place in and around it. Understanding elements of this process, community learning, can usefully inform approaches to community development intervention.

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