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 Importance of Non-Formal Education in Community Organisation(0000) Karunakaran, D.Item exCHANGE: Exchanging Development Education Skills to Build Grassroots Participation(1993-01) Oxford Development Education Centre (ODEC)Item Adult Education & Democracy: Popular Education, A Tool for Maintaining and Developing Democracy(1991-04) Proulx, JacquesItem Women's Participatory Research in the Kayahna Area(PRIA, 1980-04-13) Hudson, GraceThe purpose of this paper is to present some of the background and current status of a women's participatory research project now in progress in northern Ontario, Canada. This research project has been initiated by the Kayahna Area Tribal Council. We would like to draw upon the experience of the conference participants in Lubljana in order to design our project in as effective a way as possible. We invite your comments and suggestions on the work described in the following pages.Item Selected Reading on Participatory Research(1998) PRIAItem About PRA and PRA Tools(0000)Participatory Assessment (PRA) is a particular form of QUALITATIVE RESEARCH used to gain an in-depth understanding of a community or a situation. It is sometimes called participatory 'rapid' assessment because the information is collected in a few weeks. PRA is a form of assessment based on the participation of a range of different people including people from the community affected by the work. The emphasis is on participation rather than on being particularly rapid (hence PRA is sometimes called participatory relaxed assessment). The aim is for people to analyse their own situation, rather than to have it analysed by outsiders. This makes it a particularly useful tool for any kind of community development.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 Analysis and Evaluation of Participatory Research Projects in Wang Tepus, Kedah(1979-02) Zachariah, MarySince its inception in February, 1979, the Participatory Research Component of KANITA has been involved in a number of projects in Kampung Kota Hengkuang, Wang Tepus. These have varied in scope and ambition; they have also achieved different degrees of success. In analysing and evaluating the degree of success and our contribution to that, however, two things should be borne in mind. Firstly, the success or failure of a project is a very difficult thing to assess, since a project that fails may indeed teach the villagers far more than one that succeeds, and therefore may make a bigger contribution to their understanding and competence to successfully negotiate a subsequent project.Item Participatory Research for Adult Education and Literacy: Guidelines for Practitioners(International Council for Adult Education (ICAE), 1980-08) Tandon, Rajesh; Barndt, Deborah; Schutter, Anton de; Mustafa, Kemal; Wessel, Mathias; Hall, Budd LThis document outlines guidelines for participatory research in adult education and literacy, emphasizing learner participation in the conception, implementation, and evaluation of programs. It stems from the deliberations at the International Forum on Participatory Research (April 1980) in Ljubljana, Yugoslavia, sponsored by UNESCO and the International Council for Adult Education (ICAE). These guidelines synthesize contributions from international practitioners and provide a framework for promoting participatory research as an approach to socio-economic development and educational empowerment.Item Looking Back, Looking Forward: Reflections on the Origins of the International Participatory Research Network and the Participatory Research Group in Toronto, Canada(The 8th World Congress on Participatory Action Research, June 1 - 5, Cartagena, Colombia, 0000) Hall, Budd LThis paper reflects on the development and expansion of Participatory Research (PR) from the early days in Tanzania, highlighting its global influences and critical engagements with various academic, activist, and educational communities. It traces the evolution of participatory practices from their foundational roots in Tanzania, the influence of key figures such as Paulo Freire and Julius Nyerere, and the collaborative efforts that led to the establishment of the International Participatory Research Network. The paper also reflects on the challenges and successes of integrating participatory methods in diverse cultural and socio-political contexts, offering a personal account of the author's involvement in this global movement.
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