Participatory Action Research
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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 Involving communities in planning and assessing the impacts of development programmes: Report on a pacific NGO workshop on participatory approaches to development, Nadi, Fiji, 23–25 June(2023-06-23) Quinn, Marion; Clark, KevinThis report documents a Pacific NGO workshop on participatory approaches to development held in Fiji in 2003, aimed at strengthening the capacities of civil society organisations to use participatory impact assessment, stakeholder analysis, indicator setting, and community based monitoring in their own contexts. Its central concern is how development can move beyond expert driven models toward processes where primary stakeholders influence decisions, resources, and outcomes. The report covers practical sessions on identifying stakeholders, understanding gender relations, designing meaningful indicators, collecting and analysing data, and using participatory tools such as mapping, ranking, focus groups, seasonal calendars, and time use studies. Through examples from Pacific countries, it shows how communities can define priorities, generate knowledge, and evaluate change on their own terms. This report offers an important lesson that monitoring and evaluation are not merely technical exercises but democratic processes linked to power, voice, and accountability. It demonstrates that when communities participate from the beginning of a project cycle, development interventions become more relevant, more sustainable, and more responsive to local realities.Item Social development monitoring: A process to ensure accountability(Prashasnika A Journal of Administrative Processes, 2006-12) Dwivedi, AnjuWhat does it mean to monitor development processes, and who holds the power to do so? In this paper, Anju Dwivedi situates social development monitoring within the broader shift toward people centred development that emerged in the 1990s, where participation became central to planning and implementation. Instead of viewing monitoring as a technical exercise carried out by experts, the paper argues for a process rooted in community participation, where citizens continuously observe, question, and engage with development interventions. Social development monitoring is presented as a means of strengthening accountability and governance by creating spaces for those historically excluded to articulate concerns, influence decisions, and exercise control over resources. The process moves beyond an instrumental function of tracking outcomes, and instead operates as a political act that redistributes power and challenges hierarchical decision making structures. By involving communities in identifying issues, generating information, and taking collective action, monitoring becomes a site of learning and citizenship in practice. The paper ultimately positions social development monitoring as a process that not only ensures accountability but also enables communities to shape development pathways in ways that reflect their own priorities, knowledge, and autonomy.Item Preparing the next generation of researchers(UNESCO Chair, 2020-06-23) Bhatt, NanditaItem Regionalizing the UNESCO knowledge for change consortium: K4C at the ESC!(UNESCO Chair, 2023-10-05) Mercy, NkathaItem Society for participatory research in Asia(1986) Tandon, RajeshItem Certificate in international perspectives in participatory research instructional guidelines(PRIA & UVic, 2013) Participatory Research in Asia (PRIA); University of VictoriaItem Workshop report teaching of participatory research, 4-5 August 2005(2005-08) Participatory Research in Asia (PRIA)Item Participatory research in Asia(1980) Tandon, RajeshItem Research for the people-Research by the people(1980) Erasmie, Thord; de Vries, J; Dubell, F