A 1996-1997 field study of reasons for nonparticipation in literacy programs among illiterate Mayan adults in rural western Guatemala demonstrated an emic-etic distinction within adult education. This distinction may be the critical determinant of success or failure of adult education efforts and can also explain gaps between theory, research, and the practice of adult education. Literacy programs have aimed to convert illiterate adults into literates. However, emic concepts held by illiterate adults in this study have made these attempts fail and deterred illiterate adults from participation in literacy programs. These concepts are generated and supported at four structural levels: individual-4a) literacy is not work and (b) the concept of schooling; family-(a) family obligations and moral values and (b) humiliation of the adult male; community-(a) the concept of Maya and (b) moral economy; national-4a) loss of cultural identity, (b) indigenous community, and (c) irrelevance of literacy.
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