FORKLÆDTE PENGE: En diskussion af brugerbetaling i en gratis nicaraguansk folkeskole

Abstract

On the basis of data collected during fieldwork in the city of León, Nicaragua, this
 article discusses the paradox of many Nicaraguan parents describing their children’s
 school as being free of charge despite the fact that they are frequently asked to pay for
 it. The article shows that, in spite of the constitutional definition of education as free
 and equal for all Nicaraguans, parents are often asked for economic contributions. By
 analysing the values surrounding the school I suggest that values of responsibility and
 solidarity influence the way that parents conceptualize their school expenditures and,
 in relation to this, confirm the status of the school as free. Furthermore, the article
 describes how Nicaraguan parents often compare the school to their home and describe
 the relation between teacher and students by using family terms. Inspired by the theory
 of the American sociologist James Carrier, I argue that this comparison, in addition to
 the values of responsibility and solidarity, further influences the way Nicaraguan parents
 and children experience their economic contributions. Finally, I argue that even though
 the users of the school describe it as free of charge, it remains necessary to recognize
 its economic aspects, since a lack of recognition can turn out to have important individual
 and social consequences for the people involved, especially, for the most economically
 marginalized families.