Participatory Action Research

Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1074

Browse

Filters

Settings

Start date: 1990Subject: search.filters.subject.Global

Search Results

Now showing 1 - 10 of 23
  • Thumbnail Image
    Item
    From margins to center? The development and purpose of participatory research
    (The American Sociologist, 1992) Hall, Budd L
    This 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.
  • Thumbnail Image
    Item
    Social development monitoring: A process to ensure accountability
    (Prashasnika A Journal of Administrative Processes, 2006-12) Dwivedi, Anju
    What 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.
  • Thumbnail Image
    Item
    Preparing the next generation of researchers
    (UNESCO Chair, 2020-06-23) Bhatt, Nandita
  • Thumbnail Image
    Item
    Gobeshona global conference: Participatory research for climate adaptation
    (Participatory Research in Asia (PRIA), 2021-01-29) Participatory Research in Asia (PRIA)
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Participatory research and gender in PRIAs projects: An exploration
    (Participatory Research in Asia (PRIA), 2021-02) Participatory Research in Asia (PRIA)
    PRIA has pioneered the concept of Participatory Research (PR) in bringing about social change among the marginalised in India. For three decades, PRIA has not only built capacities of/trained grassroots development workers to incorporate the PR approach in their work, it has used the PR methodology in implementing its own projects. The objective of this paper is to illustrate the application of a gendered approach to using PR in some recent interventions of PRIA. How have the principles and methodology of PR been incorporated into project activities, and were there any PR outcomes in the project? How was people’s knowledge and voice, especially those of women, valued? Did the project entail production of new knowledge, new learnings? Did local actors have a role in production of that knowledge? What use has been made of that knowledge and by whom? The paper begins with a very brief overview of the PR approach and the potential outcomes of adopting this approach. The next section describes the PR methodology and suggestive gendered outcomes in four recent initiatives undertaken by PRIA. The last section summarises the PR outcomes from the four initiatives.
  • Thumbnail Image
    Item
    Second national inter professional dialogue on participaroty development and participatory research, April 18-24, 1997
    (Participatory Research in Asia (PRIA) and Association of Schools of Social Work in India (ASSWI), 1997-04) Participatory Research in Asia (PRIA)
    This report documents the Second National Inter Professional Dialogue on Participatory Development and Participatory Research, organised by PRIA and the Association of Schools of Social Work in India in 1997. Its central purpose was to deepen conceptual understanding of participatory research and participatory development, while examining their relevance for social work education and practice. Participatory research is presented not merely as a method of inquiry, but as a process through which ordinary people generate knowledge, analyse their realities, and shape their own development. Participatory development is similarly located within wider shifts from welfare oriented and top down models toward empowerment, decentralisation, and democratic engagement. Across chapters on governance, rural and urban development, people’s movements, training, and field practice, the report reflects on how participation can be institutionalised in meaningful ways. It also raises critical questions of power, professionalism, curriculum reform, and the relationship between theory and practice. A major contribution of the dialogue is its insistence that social work education must move beyond service delivery alone toward approaches that strengthen agency, collective action, and social transformation.
  • Thumbnail Image
    Item
    What is participatory research?
    (Social Science and Medicine, 1995) Cornwall, Andrea; Jewkes, Rachel
    Research 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.
  • Thumbnail Image
    Item
    Transformative learning through environmental action: An overview of an IDRC sponsored project
    (1995) Hall, Budd L
    Dr. Budd L. Hall presents an overview of a research project on transformative learning in environmental action, carried out with colleagues at the Ontario Institute for Studies in Education, York University, and partner organizations in Brazil. The project grew out of work around the 1992 Earth Summit in Rio de Janeiro and the Treaty on Environmental Education for Sustainable Societies and focused on what people learn through environmental campaigns linked to food production, distribution, and consumption. Drawing on case studies from India, Sudan, Germany, Canada, Brazil, Venezuela, and El Salvador, along with an international survey and a collective workshop, Hall and his co-researchers look at what needs to change in current systems, including life conditions, power relations, and ways of thinking, and set out ten principles of transformative learning, among them recovering a sense of place, reconnecting with nature, and recognizing historical struggles. The paper also describes practical methods used across the case studies, such as community meetings, learning from elders, and seed festivals, along with possible indicators of success. Hall notes that although computer networking was planned as a central tool, it ultimately played only a minor role in the project.
  • Thumbnail Image
    Item
    Transformative environmental adult education: Lessons from global social movements
    (2004) Hall, Budd L
    How does learning emerge, and how can it be strengthened, within environmental social movement contexts? In this chapter, Dr. Budd Hall examines the previously unpublished results of the 1993–1994 Transformative Learning Through Environmental Action project (OISE, 1994), which investigated the learning dimension of six environmental action campaigns across Brazil, Canada, El Salvador, Germany, India, Sudan, and Venezuela, all centered on aspects of food security, preservation, and consumption. Hall re-examines these results, considering the growing interest in the theory and practice of environmental adult education, exploring the principles of transformative learning that were derived, the practices and processes that emerged, and the indicators of success that were identified. The chapter affirms that social movements are, among other things, about creating pedagogical spaces for adults to learn to transform their lives and the structures around them and that attending to the learning dimensions of environmental activism is a critical component in social movement strategy.