The Reading Club: Nurturing Relationships in a Neighborhood Surrounded by Violence

This story was written as part of the seminar “Everyone can learn if…“, held in June 2018 at the ATD Fourth World’s international centre in Mery-sur-Oise, France. This seminar brought together teams from different countries, all involved in educational programmes in partnership with parents living in extreme poverty. This milestone seminar represented the culmination of several years of collaboration between activists, school professionals, Volunteer Corps members, and allies.

The Reading Club

The Reading Club is an initiative where participants borrow and exchange books. The project is carried out by ATD Fourth World Guatemala Volunteer Corps members in three neighborhoods in Guatemala: Lomas de Santa Faz (in Zone 18 of Guatemala City), and the Guatelinda and Línea Férrea neighborhoods of Escuintla, a city in the south of the country.

The Reading Club in Lomas de Santa Faz is located in what is known in Guatemala City as the “red zone” area because of the gangs, commonly referred to as “maras,” operating within them. The gangs’ presence makes it harder for residents to commute to their workplaces, especially in this isolated and marginalized neighborhood with limited job prospects.

Staying present

ATD Fourth World has been present in Lomas de Santa Faz since the 1980s. At that time, families living in poverty had been driven out of the city center by new developments, and so had settled there.

The Street Libraries were held regularly in the neighborhood but had to stop as confrontations between rival gangs made it dangerous to take children outside. However, relationships with the families were maintained, and they were able to participate in other initiatives, such as the Family Encounters program, the October 17 International Day for the Eradication of Poverty commemoration, or the “Working and Learning Together” workshop, which began years later.

This connection with the families made it possible to recognize that, although the neighborhood had gradually been developing, it had not improved in terms of access to cultural activities. This illustrated a need for spaces like Street Libraries, and so the development of one was proposed once again. Because of security concerns, adjustments had to be made to the Street Library, typically held outdoors. As a result, it was proposed that it would be hosted in an activist’s home.

Although the “Biblioteca de Casa” allowed us to continue our presence in the Lomas de Santa Faz neighborhood, and to be close to existing families, it did not allow us to meet new families and children. This was doubly problematic as the “Biblioteca de Casa” was designed for children aged 3 to 8 years of age, many of whom could no longer participate in the initiative when they started school.

The direct contact we had with some families helped us to better understand the situation in the community and to find better ways to continue supporting families in the area. From wider dialogues and shared reflections emerged the idea of creating a Reading Club in 2014. This approach was inspired by a previous initiative implemented a few years ago in Escuintla, another region in Guatemala where ATD Fourth World is present. It originated when Veronica (not her real name), then a young girl, shared that she wanted greater access to books.

Developing initiatives

Once a week, two volunteers come to the neighborhood with fifty to sixty books, each classified according to appropriate reading ages. Throughout the day, the two volunteers move from house to house, interacting with the community, meeting new families, and learning about parents’ concerns for the education of their children. At the same time, they can gain a better understanding of the reality of the neighborhood and the families who live there.

Reaching families where they live

Doña Raquel, who lives in the neighborhood, describes the team’s relationship with twins who are part of the Reading Club: “These girls are orphans. The grandmother has raised them since they were little, but she is very sick with diabetes and has to go to the hospital very often. The girls are about to finish high school and their grandmother has set up a tortilla bakery for them […]. They will make a living through that. They get their books delivered to the tortilla bakery, and at night they read.”

The books are displayed in baskets, and children and their families are invited to come and look at the books and select the ones they want to take.

The team keeps a record of loaned books for each person, which not only allows a reference of the books borrowed, but also keeps track of the reading level of each child, young person, or adult, as well as their reading tastes. This record also helps Volunteer Corps members make informed book suggestions for each child. But although the volunteers often make suggestions when greeting the families at their homes, it is ultimately the child’s decision, and often it is the parents who help the children decide which book to take. This can be a good opportunity for parents and children to bond over their choices. The chosen books are loaned out for a week at a time.

Make children happy, building family bonds, and instilling a love for school

The bonds that books and the Reading Club have helped to create in families in Lomas de Santa Faz are essential. Cindy, a mother from the neighborhood, tells us:

“The special bond I have with my children is when we read together. It’s a beautiful thing, and my daughters and I share special family moments. Books have helped me interact with my daughters and taught me how to coexist with them. I read them the books, and then ask them questions about what they saw in the book, and what the book means […]. My husband also reads to my daughters, but he does it on Sundays.”

When talking about the impact of books on one of her daughters, Priscila, Cindy said that “before Priscila started reading books, she didn’t talk much and was always angry. [But] when we started reading books to her, her mind started to open. Now she dances, she’s more sociable, and her progress is all thanks to the books.” Doña Raquel, a neighbor of the family, added: “Priscila took a liking to reading. From the moment her mother started reading to her, she started listening. Her mother looked for books about princesses and took the time to read to her.

According to Cindy’s mother, the process also impacted Cindy: “Now she has patience! I used to bring her books, but she didn’t enjoy reading. Now I see that she’s started reading with her children, telling them stories. I am proud of her and can see that the Reading Club has improved the relationship between her and [Priscila].” Eventually, Priscila not only wanted to read but also to go to school to learn more. As a result, she was enrolled in school the following year.

In Guatemala, learning to read and write can sometimes be very challenging, especially for families living in extreme poverty. Many children fail in their first year of school and gradually the motivation to stay and succeed is lost. Books are also inaccessible, and buying them is a luxury that many cannot afford. As a result, many children ultimately end up dropping out of school.

Many of the children we meet through the Reading Club do not know how to read at first or have difficulties reading. To overcome these issues, we start with picture books. These books help to motivate the children and develop their imagination. This allows the children to gain confidence and feel that the books are accessible. For some, these books are the first steps toward learning letters and numbers.

One girl in the Reading Club, aged 11, had difficulties learning to read at school. Now, the Reading Club has given her the motivation to continue learning. In her words: “You come to my house to leave me books, and you know what books I like. […] Before, I only looked at the pictures. Now I have learned to read, so nobody has to read to me. I want you to bring me more books.”

Veronica shares how reading shaped her life

Veronica whose thirst for reading prompted the creation of the Reading Club in Escuintla, discusses her relationship with books as a child, and how her imagination developed:

“One of my favorite pastimes is reading. Since learning to read, I have developed an interest in books. In my house and in the neighborhood, there was nothing to entertain us. So [when ATD set up a library on the street], I took advantage of the books given to us on weekends.

We don’t have a television at home and most of the time there are no activities to distract us. When I can, I read the books I have borrowed and sometimes my siblings sit with me. Occasionally I let out a laugh because I find something funny in the book, and those are the moments when I am most focused on the images in my head. My siblings will look at me with doubtful expressions because they also want to know what is making me laugh, and they say “read it again”. I read aloud for them, and we laugh together.

I don’t like small books because they don’t take me very long to read. Books remind me of candy: you start eating it and you know it’s going to be over soon. When I have a book, I start reading and reading, and I never want it to end.

Sometimes I think about other places and things I would like to discover, but I know I can’t travel. That’s why I like books about different countries […]. Through them, I can discover other places. I have rarely left my community, and I have not seen more of my own country, but I can say that I have discovered it through books. When I am asked which countries I know about, I answer: Mexico, France, Spain, Bolivia, and Haiti — through reading, of course!

I like to read books about slavery, discrimination, and mistreatment of people. They help me to become a better person and change my attitude. Before reading, I didn’t realize that I sometimes treat my siblings and mother badly, and now I am more aware of that. There is a play that I like a lot, called One Thousand and One Nights. I like it because a girl, through a story she told the King, was able to save her sister’s life, and also the lives of other women.

Reading is important to me. Books help me develop my mind and imagination. They help me forget about my problems. I am the protagonist when I read, and I forget about everything else. It makes me happy, and I want my son to be happy too.

We learn with time and the people around us, but for me, books were important for learning.

1 Excerpt from the forthcoming book La Come Libros (, written by Elda Garcia and Veronica).

Rebuilding community interaction

When the Reading Club first started, families we did not know well were distrustful of us as a result of the insecurity in the neighborhood. Parents did not let the children approach us at first and were afraid to take the books. However, the regularity of our presence every Thursday, our perseverance in offering books by knocking on doors, and the fact that we were already trusted by other families gradually allowed us to gain trust. Eventually, new parents began allowing their children to come and borrow the books we were offering.

Before the Reading Club, there was no initiative in place to bring the families of the neighborhood together. In the beginning, we went from house to house with the books, but as we progressed, we identified several “strategic points” in the community where neighbors could gather. Today, we collect the children at their homes, bring them together, and set up a basket of books at these “strategic points.” This allows children to discuss their readings and swap books.

The Reading Club has enabled us to connect with over a hundred children and adults in the Lomas de Santa Faz community. Moreover, it has facilitated interactions among the most isolated families in the area. Books have now become a reason for not only children but also adults to meet and interact with each other.

Now, one Thursday a month, we visit the families and gather the children together for storytelling. First, we tell a story, and then the children share what they have read with each other. Though there are many children who don’t know how to read yet, they are still able to share their thoughts and tell stories based on pictures.

We feel that the trust we are building with the children goes beyond the Reading Club. It even reaches school, where the children lend the books to their friends. The initiative has also allowed us to reach outside the community. The relationships built with the families in the neighborhood have been strengthened through their participation in cultural activities, such as Book Fairs, or meetings where we invite artists and writers.

Conclusion

The Reading Club has allowed us to create a space where members of the community have access to art and knowledge through books. Amid a community confronted with violence, children and adults have been able to familiarize themselves with books and develop a taste for reading. This has had a significant impact on the neighborhood, as families have spent quality time discovering books and stories with each other.

The fact that the books arrive every week also allows the children to adopt a reading routine. This allows them to enter gradually into the world of imagination and reading comprehension.

The importance of books in these communities refutes the belief that nothing is valued there. The Reading Club confirms that books are a treasure.

Principles of Action

In June 2018, more than fifty people involved in education from fifteen countries gathered at ATD Fourth World’s International Centre in France for a conference hosted in English, Spanish, and French. Participants included families living in poverty, education professionals, facilitators, and researchers. Together, they shared and analyzed the knowledge gained through their cumulative experiences, working to guarantee access to quality education for children.

Using the “Learning from Success” methodology, participants analyzed key moments or turning points in their experiences in order to derive principles of action and identify problems or unresolved issues. Participants applied this methodology to ATD Fourth World Guatemala’s story of the Reading Club. Below, several key initiatives taken by the team, highlighted in the story, have been grouped according to several principles of action.

Creating initiatives with and for the community

It is important to develop programs from the perspective of those most underrepresented. For example, the team drew inspiration for the Reading Club from Veronica, the young girl who, after participating in the street library, wanted to continue borrowing books.

It is also important to involve the community in all phases of the project, from conception to evaluation, and ensure the participation of the most vulnerable families at every stage. By drawing upon the insights of parents and activists and maintaining a steady and visible presence in the neighborhood, will enable us to reach out to new families and motivate their involvement in our programs.

Using books as a tool

Elda: “Once you start talking about “red zones”, you cannot expect anyone to seriously consider going there. One of the biggest challenges for […] ATD Fourth World, but also for families, is to make sure that books can get there. In the eyes of the team, providing quality books was a must. Books are expensive in Guatemala. Giving families the opportunity to borrow good books and ensuring that these quality books stay in the community is far from trivial. In fact, it’s a way of saying to them: “If we lend you […] these books, it’s because we have confidence in you and your abilities.” Of the hundred or so books that have been loaned out over the years, only one has ever been lost. This just goes to show that the local people take good care of them.”

Books can be used as a tool to build trust between ATD Fourth World team members and the community. For example, in the Reading Club, each book is lent out after careful selection. When a volunteer offers a book to a person, it shows that they have thought about them from one week to the next and that they have considered their tastes and taken them into account. The individual register is a record of this exploration of the person’s tastes and interests. It bears witness to the dialogue between the person and the volunteer through the medium of the book. In this way, the action built around the book encourages encounters and deep exchanges between the reader and the volunteer, helping to break the cycle of exclusion.

Christian Deligne, an educator who participated in the 2018 seminar, said to the Guatemalan team: “I think that by reading and sharing stories, each person’s story doesn’t stay alone. It meets other stories, and from these shared stories a third story is born: [the] story of the future.”

Further thoughts

The Book Club is still in development. As a result, there are still some challenges to be addressed to ensure its continuity. The team identifies the following challenges:

- We must constantly think about renewing our collection. This means finding sources of funding, building partnerships with public and private organizations, and promoting the initiative nationally and internationally.

- Reading is not just a matter of comprehension: it is also about developing the imagination and sharpening the mind, and the local school rarely considers this. How can we continue to promote the idea that reading is not just about asking children to understand, and how can we further our actions in helping children and parents understand that there’s more to reading?

- We know children who have read an enormous number of books — but their teachers are often not aware of it. Some of these children, despite being skilled readers, are still failing in school. What can we do to help break this cycle?