Participatory Research, Educational Experience and Empowerment of Adults

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dc.contributor.authorTandon, Rajesh
dc.date.accessioned2025-04-11T12:35:37Z
dc.date.available2025-04-11T12:35:37Z
dc.date.issued1985-01
dc.descriptionOver the past three decades, various models of social change have emerged in India with mixed results. While economic indicators like agricultural output have improved, marginalized groups remain excluded. The paper emphasizes people’s participation as both a means and an end to development. Social change is seen as a process driven by the organized, collective action of the ‘have-nots’. This approach highlights the essential role of education—especially adult education—in empowering these communities.
dc.description.abstractThe 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.
dc.identifier.urihttp://192.9.200.215:4000/handle/123456789/359
dc.language.isoen
dc.publisherSociety for Participatory Research in Asia
dc.subjectPeople’s Participation
dc.subjectCollective Action
dc.subjectDevelopment Models
dc.subjectAdult Education
dc.subjectCommunity Development
dc.titleParticipatory Research, Educational Experience and Empowerment of Adults
dc.typeTechnical Report

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