Participatory Research
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Item Proposal for the study of participatory research, evaluation and training efforts in India(PRIA, 0000) Participatory Research in Asia (PRIA)This proposal outlines a study to document, analyze, and synthesize participatory processes in research, evaluation, and training across diverse settings in India. It highlights the shift in development strategies toward bottom-up, participatory approaches emphasizing empowerment, organizational building, and integration of popular knowledge. The study aims to fill gaps in documentation and provide accessible insights to grassroots activists and professionals. The methodology includes selecting case studies, engaging with stakeholders, and conducting field observations and workshops to generate actionable findings. Key questions include exploring control dynamics, knowledge creation, praxis, and empowerment in participatory processes. The study aims to produce a final report in multiple languages for wide dissemination.Item How to conduct participatory research among women(Participatory Research in Asia (PRIA), 0000) Tandon, Rajesh; Vijay, Kanhere; Gothoskar, Sujata; Lugo, OriandoItem An epidemiological approach to participatory research in evaluation (an ongoing study)(0000) Participatory Research in Asia (PRIA)Item Participatory research Project: A note on the activities of the Asian region(0000) Tandon, RajeshItem Item Participatory research- An exploratory statement(0000) Tandon, RajeshItem Clippings from Cartagena...(0000)Item Participatory training: Philosophy and perspective(0000) Participatory Research in Asia (PRIA)Item Future plans for the asian regional participatory research(0000) Tandon, RajeshItem Refreshing consumer welfare in India: Opportunities for participatory democracy(0000) Tandon, RajeshItem Global foundations of community based research(0000) Tandon, Rajesh; Hall, Budd LItem Participatory research: Canadian adult educators build a global movement(0000) Hall, Budd L; Jackson, Edward TItem Participatory research(0000) Tandon, RajeshItem Knowledge as power: Participatory research as alternative(0000) Tandon, RajeshItem Towards an epistemology of participatory research(Participatory Research in Asia (PRIA) , 0000) Chaudhary, AnilItem Participatory research as a methodology of development(Participatory Research in Asia (PRIA), 0000) Tandon, RajeshItem 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 Evaluation of adult education in Tanzania: A status report(University of Dar es Salaam, 1971-02-13) Hall, Budd LSince the start of the second Five Year Plan (1969-74) in Tanzania, the national focus has been on developing and extending adult education (largely literacy) in general, and rural programs in particular. Systematic program evaluation is needed so that scarce human and financial resources can be used effectively without needless duplication of past efforts and mistakes. The work oriented literacy project launched at Mwanza in 1967 is presently the only place in Tanzania where large scale evaluation of adult education activities is occurring. However, the Institute of Adult Education at the University of Dar es Salaam has begun evaluating the operation of the "Uchaguzi ni wako" radio citizen education study groups, together with provisions for adult educator training and the problems these educators encounter in the field. Irregular attendance and high dropout rates are a major weakness in literacy teacher training programs; failure of adult education in general to attract youth is another problem. There is evidence that adult education can be most easily organized within a framework of existing village systems and social relationships; and that literacy education is not necessarily a prerequisite for rural adult education.Item Participatory research: An approach for change(International Council for Adult Education, 1975) Hall, Budd LHow can research be imagined as an educational and transformative process rather than an extractive one? In this reflective essay, Dr. Budd Hall examines the shortcomings embedded within dominant principles of social science research. Drawing from his experiences as a researcher and his interactions with local education officers in the 1970s, he reflects on how research practices often alienate communities from the very processes meant to understand them. The essay explores key concerns around the ideological foundations of research, the ways in which social problems are oversimplified, and the distance from adult education principles. In doing so, it invites researchers to reimagine research as a dialectic, dialogic and ongoing educational experience which is oriented towards the liberation of human creative potential rather than the production of “neutral” knowledge.Item Participation, planning and international cooperation: reflections on the tanzanian experience(1975-05) Hall, Budd LWhat can development look like for a newly independent Third World nation? Emphasising the core principles of socialism and self-reliance, Dr. Budd Hall reflects in this paper on the directions Tanzania chose in making development planning participatory and in shaping its approach to international cooperation. Education is presented as fundamentally tied to national development, with its centrality illustrated through several case studies, including the Adult Education Network, the Man is Health campaign, and the Kwasisi Project. Through discussions of their motivations, processes, effects, and modes of evaluation, the article highlights how education functioned as a key instrument across multiple levels of development planning. Drawing on experience, historical insight, and policy analysis, the paper shows how Tanzania sought to situate its development efforts firmly within its stated principles while placing education at the centre of social transformation.