abstract: Great disasters can often serve as birthing grounds for national transformation. As communities work to recover and rebuild, opportunities to reassess of prevailing development theories and programs may arise. As traditional development programs, supported by top-down development theories and billions in foreign aid, have not changed Haiti's impoverished status, such an opportunity has been presented to the Caribbean nation. Just a few months removed from the devastating 7.0 earthquake of Jan 12, 2010, this study identified the emergent thinking about development as expressed by key informants (N=21) from six entity types involved in Haiti's rebuilding efforts - government agencies, social ventures, grassroots, diaspora, foreign, and hybrid nonprofits. Findings were supplemented by participant observation of a civil society meeting in Port-au-Prince, Haiti. The Sustainable Livelihoods (SL) Framework was used as a lens with which to understand the causes of Haiti's social, institutional, environmental, and economic vulnerabilities. Modified grounded theory was used as the qualitative data analytical method from which five themes emerged: Haitian government, rebuilding, aid work and its effects, Haitian society, and international interference. Participants called for a refoundation, the building a nation from the ground up, of Haiti. Based on these findings, four transformative processes were identified as fundamental to Haiti's refoundation: 1) communication and collaboration with the Haitian government, 2) engagement of the Haitian people and the Haitian diaspora in the redevelopment work, 3) a broad vision of development for the nation, and 4) coordination and collaboration among NGOs. / Dissertation/Thesis / Ph.D. Community Resources and Development 2010

L’éducation populaire en Amérique latine est sensée être une alternative éducative afin de favoriser l’émancipation et la libération des classes sociales populaires. Ainsi, elle se bat principalement pour l’insertion sociale, le refus de l’exclusion et de la marginalisation. En Colombie, l’expression la plus violente de l’exclusion est le déplacement forcé, qui a été reconnu par le Statut de Rome de la Cour Pénale Internationale comme un crime contre l’humanité. D’après la CODHES, un Colombien sur dix est en situation de déplacement forcé. Le conflit armé est évoqué comme la cause principale de cette situation. Seulement, la situation de guerre semble plus un moyen d’expulsion des paysans de la campagne pour les déposséder de leurs terres. Néanmoins et malgré la « crise humanitaire » qu’a produit le déplacement, les populations déplacées ou en risque de l’être ont développé des processus de résistance et de refondation dont l’éducation est un axe transversal et fondamental. Dans les deux processus, l’éducation répond à la même idée refondatrice de création de la vie libre et démocratique. Finalement, le soutien à l’éducation qui rassemble l’école et la communauté est un élément moteur pour créer une société de paix. / The popular education in Latin America is supposed to be an alternative education in order to encourage emancipation and liberation of popular social classes. Thereby its fight is mainly in favour of the social integration, the exclusion refusal and the marginalization. The most violent expression of exclusion in the Republic of Colombia is the forced displacement which has been recognized by the Statut de Rome of the International Criminal Court as a crime against humanity. According to CODHES, one Colombian out of ten is in forced displacement situation. But the war seems to be a way of evicting farmers in order to strip them of their lands. Nevertheless, in spite of the “humanity crisis” caused by the displacement, the displaced populations or those exposed to be forced to leave their home have developed a resistance and refunding movement transversally and fundamentally focused on education. In both processes education responds to the same idea to reestablish the creation of free and democratic life. In the end support given to education assembling school and community is a driving force to a peaceful society.