Knowledge Democracy and Participatory Research
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Welcome to the Knowledge Democracy and Participatory Research Community. This community serves as a comprehensive repository of resources on participatory approaches, community-based research, and collaborative inquiry methods. Our mission is to foster knowledge sharing and support initiatives that empower communities to contribute to research, ensuring their voices shape the knowledge that impacts their lives.
Explore a wealth of materials, including case studies, policy papers, training guides, and research publications that highlight the practice and principles of participatory research worldwide.
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Item Linkage Between Adult Education and Development: A Practical Approach(1976-12-25) Mathur, J.CThe subject linkage between adult education and development -is vast. But I have been asked to furiish a keynote address and not to prosont a comprehensive roview of the suject. Therefore, I wish to concentrate on what appear to me to be today's key-issues of adult education in the context of developmont. The two issues that I wish to raise are first, the responsibility of adult education in the development of the poor, disadvantaged and under-privileged small farmers, tonants and landless agricultural labourers in the rural areas. Secondly, the methodology that, in my opinion, would be the most suitable for adult education which seeks to be part and parcel of the process of development in our rural society, particularly of the poor and disadvantaged farming people.Item Adult Education Programme in India: A Historical Perspective(0000)(The Adult Education Programme in India, according to available documents dates back to the early years of 1920-1921). However, the first official concern reflected in the Royal Commission on Agriculture, (set up in 1926), was to suggest measures to promote the welfare and prosperity of the rural population, and focusses up on the type of education best suited to the needs of an agricultural population in the rural areas.Item Adult Education & Livelihood Women as Agents of Change(0000) Pant, MandakiniOut of an estimated 1.2 billion poor people in the world, over two-thirds are women. They face abject poverty in want of adequate food, clean water, sanitation, and health care. They often lack access to the critical resources of credit, land and inheritance. They are denied opportunities, choices; access to information, education, and skills. Without any sense of power whatsoever, their participation in decision-making is minimal, both at home and in the community.Item African Regional Workshop on Participatory Research Mzumbe 2-7 July 1979 Tanzania(1979-07-02) Kuhanga, NicholasIn developing countries we use adult education in an effort to solve basic problems of illiteracy, agriculture, health, and technology as well as in bringing about awareness among the people of political, economic and social problems with the prime objective of involving them fully in solving these problems. That is why in Tanzania we place a great emphasis on the need to make adult education a popular movement so as to facilitate full participation of the adult population in implementing national development programmes. For we believe that you cannot develop a man, but you can help him develop himself. Hence the importance of making him aware of his potentials and his role in bringing about the development he desires.Item Report on the ASPBAE/KAAYE Participatory Research in Korea(1981-12-11) Soo-Duk-SaIn support of the Asian-South Pacific Bureau of Adult Education(ASPBAE), the Korean Association of Adult and Youth Education. (KAAYE) held a nationwide small scale Seminar on Participatory Re-search for the first time in Korea December 11-12, 1981 at Soo-Duk-Sa Hotel in South Chungchong province Seminar Objectives: (1) to introduce the concept of Participatory Research to adult educators, (2) to present some case studies on participatory Research, and (3) to encourage adult educators and development workers to adopt Participatory Research (PR) approach in their work.Item Social Transformation and Participatory Research(1988) Tandon, RajeshParticipatory research has now been in existence as a term for about 15 years. It began with the practice of adult educators in the countries of the south Africa, Asia, Latin America. These adult educators were confronting the contradictions between their philosophy of adult education and their practice of research methodology. Their philosophy of adult education placed learners in the centre and focussed on learners' control over their learning process. The major element of this philosophy is based on the premise that adults are capable. They are capable of learning, of changing, of acting, and of transforming the world. It is this essential faith in people as an integral part of the philosophy of adult education that was being contradicted through the adult educators' training as professional researchers. When these adult educators began to examine the problems related to the reality in which they were situating their practice of adult education, when they began to evaluate the impact of their adult education efforts, and when they began to study the learning process of adults, they realized their research methodology was alien to the adult learners and unilaterally controlled by these adult educators as researchers treating their learners as objects of manipulation in the research process.Item Participatory Research, Educational Experience and Empowerment of Adults(Society for Participatory Research in Asia, 1985-01) Tandon, RajeshThe last three decades have seen an increasingly diverse range of models and theories of social change. The implementation of these models in developing countries like India have brought mixed results. While some improvements for example, in overall agricultural production has taken place, the situation of more than half the rural population has not improved, if not worsened. Starting from community development in the 50s as the basic pro-gramme for changing the situation in rural India, we now have people-centred models of development. These models emphasise the principle of people's participation in developing themselves.Item When Research Equals Adult Education: Knowledge, Power and Participatory Research(Northern Illinois University, 1982) Heaney, Thomas W.This paper explores the rationale and introduction to research undertaken in a participatory way, particularly in adult education. It analyzes key concepts such as knowledge, power, and participatory research, and discusses their roles in education and research. By examining the production, dissemination, and assimilation of knowledge, the paper highlights the political dimensions of conventional research methodologies and proposes a framework to understand the relationship between education, research, and societal power structures.Item The How and Why of Preparing Graduate Students to Carry out Participatory Research(Kansas State University College of Education, 1987) Cassara, Beverly B.This article explores participatory research as an innovative approach that integrates education, research, and action, aiming to empower marginalized populations. It contrasts participatory research with traditional methodologies, emphasizing its democratic principles and the role of facilitators in fostering self-directed problem-solving. The paper delves into philosophical guidelines, methodological distinctiveness, and the transformative potential of participatory research for social change and knowledge creation.