Participatory Action Research
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Item From margins to center? The development and purpose of participatory research(The American Sociologist, 1992) Hall, Budd LThis article documents the development of the libratory stream of participa-tory research as experienced through the activities and connections of one of the key figures in the early development and dissemination of these ideas. It traces the developments in Tanzania in the early 1970s, through the establish-ment of the original Participatory Research Network to the elaboration of theoretical and political debates. It highlights the formulation and elaboration of participatory research as a contribution to social change in a variety of settings. It includes discussions of the feminist advance, the question of voice and the relationship of power to knowledge in transformative practice. It contains an extensive and historically valuable bibliography.Item Participatory training for promotion of social development(1996) Acharya, Binoy; Verma, ShaliniHow can participatory training and learning be undertaken with disadvantaged groups? In this article, Binoy Acharya and Shalini Verma discuss approaches to training that move beyond the mere transfer of information and place people’s confidence, experience, and critical awareness at the center. They argue that many marginalised communities have long experienced the devaluation of their own knowledge and capacities, which weakens participation and self belief. Therefore, participatory training must begin by helping people analyse their own realities, articulate their experiences, and recognise what they need to learn further. The article highlights the important role of grassroots trainers in understanding why people do not participate- including fear, exclusion, low confidence, and past experiences of being ignored. Training is therefore presented as a process of creating safe spaces for dialogue, reflection, and collective learning. Drawing from training designs adopted by Gujarat based NGOs, the authors show how structured modules on facilitation, group dynamics, self development, and training methods can build local leadership. Participatory training is thus presented as a means of fostering critical thinking, restoring confidence, and strengthening people’s capacities for social change.Item Participatory training and self development(0000) Acharya, Binoy; Verma, ShaliniHow should training be undertaken to encourage critical thinking and instill confidence in people? In this article, Binoy Acharya and Shalini Verma discuss the growing emphasis on training within the development sector while questioning approaches that reduce training to the mere transfer of information or techniques. They argue that many people, especially the poor and marginalised, experience the systematic devaluation of their own knowledge and capacities which weakens self confidence and participation. For this reason, simply providing more skills cannot by itself lead to empowerment, though external knowledge may still be useful. The focus of training, they argue, must be to foster critical thinking so that people can analyse their own realities, articulate their experiences, and identify what they need to learn further. Participatory training is highlighted as a process that breaks the culture of silence, restores faith in people’s own knowledge, and builds confidence for collective action. Social development, the authors emphasise, begins with the development of the self.Item Participatory research as a methodology of development(Participatory Research in Asia (PRIA), 0000) Tandon, RajeshThis paper questions how development research has usually been done. It points out that classical research keeps a firm line between the researcher and the people being studied, treats the researcher's own values as something to be kept out of the picture, and leaves control of the whole process in the researcher's hands alone. Participatory research is put forward as a way of working that sets these assumptions aside. Here the problem to be studied comes from the community itself, the people affected take an active part in the inquiry, and the researcher works alongside them rather than above them. Three examples from India carry the idea forward. In West Bengal, sharecroppers were registered through village camps under what became known as Operation Barga. In southern Rajasthan, twelve tribal families built a shared irrigation system by reviving an old local practice of water-sharing. In Maharashtra, an organisation called Shramik Sanghatana brought together landless labourers and tribal women around wages, land rights and the effects of alcoholism on their households. Through these cases, the paper highlights some of the more challenging issues that participatory research raises, such as its closeness to political action, the difficulty of applying it in unorganized communities, and the need for a researcher's personal perspective before people are willing to trust the process.Item Society for participatory research in Asia(1999) Tandon, RajeshThis press release is about the Bhopal Sammelan, a three-day gathering held in November 1999 that brought together about 1400 people from over 400 organisations and elected panchayat leaders across sixteen states. Organised by the Society for Participatory Research in Asia (PRIA) with its partners, and hosted by Samarthan in Bhopal, the event drew social activists, development workers, trade unionists, tribal and women leaders, students and youth to build solidarity through cross-state exchange. Discussions were held around five themes: citizenship, empowerment, new leadership, accountable local self-governance and participatory social development. The Sammelan planned actions to hold public officials accountable, educate citizens on their rights, recognise emerging leadership among women, dalits and adivasis, and push for local control over land, forests and water. The event also marked the release of the India findings from the global study Citizens and Governance, conducted by PRIA and partners across ten states.Item Participatory research Project: A note on the activities of the Asian region(0000) Tandon, RajeshItem What is participatory research?(Social Science and Medicine, 1995) Cornwall, Andrea; Jewkes, RachelResearch strategies which emphasize participation are increasingly used in health research Breaking the linear me of conventional research, participatory research focuses on a process of sequential reflection and action, carried out with and by local people rather than on them. Local knowledge and perspectives are not or only acknowledged but form the basis for research and planning. Many of the methods used in participatory research are drawn from mainstream disciplines and conventional research itself involves varying degrees of participation. The key difference between participatory and conventional methodologies lies in the location of power in the research process. We review some of the participatory methodologies which are currently being popularized in health research, focusing on the issue of control over the research process. Participatory research raises personal, professional and political challenges which go beyond the bounds of the production of information. Problematizing 'participation', we explore the challenges and dilemmas of participatory practice.Item Participatory training: Philosophy and perspective(0000) Participatory Research in Asia (PRIA)The paper examines the assumptions underlying participatory training as a response to systems of inequality that concentrate power and control over the minds of ordinary people. Education, media and institutional knowledge production have historically devalued popular knowledge and eroded the self-confidence of ordinary people to think, act and transform their own realities. The paper proposes a set of guiding beliefs, termed articles of faith, centred on the capacity of ordinary people to learn, change and grow, as the basis for translating these ideas into practice. Conditions required for this translation include respecting learners and their experience, creating structured opportunities for sharing and critical reflection, strengthening self-esteem, and establishing mutuality between learner and trainer within a learner-centred and learner-controlled process. Training is presented as an ongoing, long-term intervention rather than an isolated event, directed toward generating new knowledge and countering hegemonic control. The paper closes by stating that trainers must first clarify their own assessment of reality, their vision of a better world, and their guiding articles of faith before designing training programmes.Item Participatory Research Network in Asia(1980) Participatory Research in Asia (PRIA)Item Clippings from Cartagena...(0000)
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