Goute Sel A Taste of Salt

Haiti, 1986


With the end of the brutal, US supported, Duvalier regime, 3500 base communities emerged through Ti Legliz (little church). This was Haiti’s own version of the liberation theology which arose in Latin America and similarly addressed social, political and economic justice for their marginalized populations.


With Haiti’s illiteracy rate of at least 80%, Ti Legliz organized Alfabetizasyon, literacy programmes in Haitian Creole based on the work of Paolo Freire, the Brazilian educator and activist. In Haiti, Ti Legliz developed an indigenous text, Goute Sel (a taste of salt) focused on the lives of rural peasants and raising up their critical concerns. Teams of community activists led the classes and discussions.


Inevitably, the macoutes and military junta who followed the departure of the Duvaliers did not tolerate these programmes. Community leaders were assassinated or went into hiding, materials were destroyed. Following the lost chance of democracy with President Aristide, lost through ongoing US interference, government corruption, outright coups and military occupations, Haiti continues to suffer from the highest rate of poverty and illiteracy in this hemisphere.


In 2002 a local project for adult literacy was launched in Limonade, a commune in the Nord department of Haiti. Chancy Jak, a local human rights lawyer and activist, was encouraged by a Creolist from Indiana University. They began with a single class of market women. Chancy gradually built a team of community organizers to extend the programme.


An old copy of Goute Sel was rescued and continues to be the basic text for all Alfa classes. Literally translated, Goute Sel means a taste of salt. Numerous references from the Bible have been used to explain this title. However, it is better understood through the Voudou belief that a taste of salt will revive the half dead. Alfa uses the power of literacy to awaken those whose basic human rights have been denied, whose lives are deadened. Despite their unique revolutionary history, Haitians continue to suffer the ongoing effects of colonialism and neocolonialism.


Alfa now has 11 sites beyond Limonade. Classes are meeting up in the hills, along the river and out on the coast. Where they cannot borrow a classroom or a little chapel, everyone works together to build a simple shelter. Women and men who were denied any education, who had never held a pencil, are writing. They are reading, manipulating numbers, and questioning history. And they know their rights and responsibilities as citizens.


Kofi Annan said, “Literacy is a human right with immense power to transform. It is a bridge from misery to hope. On its foundation rest the cornerstones of freedom, democracy, and sustainable human development.”


Alfa has a small but committed support group based in the US Midwest. We believe that literacy lies at the root of our human identity and that for every person it can provide dignity and a means of control for how we live. We, Chancy Jak and his team, and all Alfa participants, continue to be affirmed and strengthened by our ongoing partnership with the Steve Sinnott Foundation.


Alfabetizasyon se chemen devlopman

Literacy is the path to development

Sarah Grey & Chauncy Jacques • May 19, 2025
By Ann Beatty June 1, 2026
On Friday evening ( 29 May, 7.00 pm The Actors Church Covent Garden) we had the pleasure of listening to this very special concert, bringing together the Choir of King's College London and the Princeton High School Orchestra in a celebration of international friendship, collaboration, and shared values. This project reflects a commitment to peace, sustainability, equality, and cultural exchange, uniting young musicians from the United Kingdom and the United States through the universal language of music.
By Ann Beatty May 20, 2026
How a simple act of practical solidarity is transforming the journey to school in The Gambia’s Central River Region North Policies have been written. Schools have been built. Yet for many children in The Gambia’s Central River Region North, access to education is still measured in kilometres, not opportunity. 
By Laura Griffin May 13, 2026
‘In a single hour vast tracts of shaded woodland became a jumble of torn trees and upturned soil, exposed to the glare of the summer sun. Such land-clearing events are rare, but forests exhibit remarkable resilience in the face of disaster. I’m told that the Chinese character for ‘catastrophe’ is the same as that which represents the word ‘opportunity’. And, the blowdown, while catastrophic, presented opportunities for many species.’ (Wall Kimmerer, 2003: 89). In the context of a volatile, uncertain, complex, and ambiguous world (Stein, 2021) what kinds of education for hope might support children’s and young people’s critical engagement in local and global issues? In the spirit of exploring the possibilities of hope further, this short article focuses on the area of global citizenship and sustainabilityrelated education. It will briefly open by sharing commonalities across pedagogical approaches that take up the concept and act of hope more critically, and close by offering reflective questions for educators, with suggestions for further reading. Perhaps it is a kind of hope that is grounded in the present, in future reimagining(s), in ethical solidarity, and an acknowledgement of our deep entanglement with the living metabolism of planet earth 1 our singular home (UNESCO, 2021); a hope that engages with complex root causes and lived realities of multiple overlapping crises in critically reflexive and contextually relevant ways. As McCloskey notes, ‘Hope can fire our collective imagination and critical consciousness as a mainspring to activism and intervention in the world.’ (2025: 3). Commonalities across critical pedagogical approaches to hope include: Acknowledging the context of a ‘seamless single story of progress, development and human evolution’ (Andreotti, V.D.O., 2021b Relating to social and ecological justice and the wellbeing of people and planet Using participatory, action-orientated and inquiry-based learning processes Exploring diverse worldviews and perspectives Practising grounding in the present with opening up possibilities for change (relational, embodied, response-able 2 ) Experiencing ‘struggle’ in different forms (dialogical, selfreflexive, open-ended) Engaging individual and collective agency, action and activism Looking for lifelong and life-wide learning and unlearning. 1 See ‘Co-sensing with Radical Tenderness’, in Machado de Oliveira Andreotti. 2021a 2 See ‘Crossing Borders’ in 2 Depth Education “Depth Education and the Possibility of GCE Otherwise, 2021b. Source: Andreotti, V. 2021a & 2021b., Atif, A. (2025)., Bourn, D. 2021., Bryan. A. and Mochizuki,Y., 2024., Giroux, H.A. 2025., Meade, E. 2025. Whilst engaging in the concept and act of hope more critically reflect upon: What kinds of education for hope might you explore further and why? How might you provide generative spaces for engaging in diverse worldviews and perspectives? In what ways can you facilitate individual and collective agency? How might you support learners’ practice grounding in the present in order to relate differently? In what ways can you support learners in navigating complex root causes and lived realities of local and global issues? As Chief Ninawa Hini Kui affirms, ‘The future depends much less on the images we project ahead than on our capacity to repair relations and build relationships differently in the present.’ (Andreotti et al, 2023: 73. An invitation for further reading: Transformative Learning for a Sustainable Future . d’Abreu, C., Belgeonne, C., Bourn, D. and Hatley, J. (2025) ‘Transformative Learning for a Sustainable Future’. DERC Research Paper 24. London: UCL Institute of Education. Hospicing Modernity: facing humanity’s wrongs and the implications for social activism. Machado de Oliveira Andreotti, V. (2021a) ‘Hospicing Modernity: facing humanity’s wrongs and the implications for social activism’ , London: Penguin Random House. Development Education and Hope . McCloskey, S. (2025). (ed) ‘Development Education and Hope’. ‘Policy and Practice: A Development Education Review’ , Vol. 41, Autumn. Centre for Global Education, Belfast. Link to and download the full reference list here