Participatory Action Research
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Item Participatory research Project: A note on the activities of the Asian region(0000) Tandon, RajeshItem Participatory research(0000) Tandon, RajeshItem Towards an epistemology of participatory research(Participatory Research in Asia (PRIA) , 0000) Chaudhary, AnilItem The Indian urban elites: An exploratory study(0000) De, Nitish R.; Tandon, RajeshItem 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 Participatory research- An exploratory statement(0000) Tandon, RajeshItem Refreshing consumer welfare in India: Opportunities for participatory democracy(0000) Tandon, RajeshItem Participatory training: Philosophy and perspective(0000) Participatory Research in Asia (PRIA)Item 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 Participatory research as a methodology of development(Participatory Research in Asia (PRIA), 0000) Tandon, RajeshItem Knowledge as power: Participatory research as alternative(0000) Tandon, RajeshItem Clippings from Cartagena...(0000)Item Evaluation of adult education in Tanzania: A status report(University of Dar es Salaam, 1971-02-13) Hall, Budd LTanzania has placed significant focus on adult education, a commitment evident since the beginning of the Second Five Year Plan (1969–74). This report by Dr. Budd Hall emphasizes the need to evaluate the status of adult education in the country. The objectives of adult education programmes have been to teach basic reading, writing, and problem-solving skills to facilitate meaningful participation of young people in family life, community life and in the larger development of the nation. However, dropout numbers have remained high, and attendance rates continue to be low. The evaluation of these programmes has been divided into several components, including the assessment of baseline data, interim surveys, and technical surveys. This report explores the reasons why it is necessary to examine how effective these education programmes have been, what have been the shortcomings and how future efforts can be guided.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.Item Rural camps: Current assessment and future issues(National Labour Institute, 1977) Tandon, RajeshItem Breaking the monopoly of knowledge: research methods, participation and development(1977) Hall, Budd LWhy do we undertake research, and in whose interests does it operate? In this essay, Dr. Budd Hall critically examines the dominant top down traditions of research in adult education and questions their claims to objectivity. He argues that conventional survey based approaches often extract information from communities while offering little in return. They produce knowledge that can be inaccurate, alienating, and detached from tangible social action. Engaging with radical educators and theorists such as Paulo Freire, Barney Glaser and Anselm Strauss, Hall outlines the foundations of an alternative participatory research approach. This approach views knowledge as collectively produced and rooted in lived experience rather than imposed by external experts. Research, in this framing, becomes a process of dialogue, reflection, and action directed toward liberation and social transformation. The essay invites readers to reconsider the purpose of research itself and to imagine methodologies that expand human creative potential while challenging entrenched hierarchies of knowledge and power.Item Action research: Assumptions and practice(Participatory Research In Asia (PRIA), 1978) Tandon, RajeshItem Participatory research handbook for community groups(International Council for Adult Education, 1978-06) Barndt, Deborah; Conchelos, Greg; Etherington, Alan; Galindo, June; Hall, Budd L; Harasim, Linda; Jackson, Ted; Marino, Dian; Tobias, Kathy; Vigoda, Al; Correia, Dianne; Icaza, Bernardita; Mansfield, JenniferThis handbook is about doing participatory research in local groups and communities, prepared in 1978 by the Participatory Research Project Group at the International Council for Adult Education. It is written for community groups without the money, professional training, or institutional support that usually make research an exclusive activity. Three ideas run through the book: participatory research is a method of social interaction built on full community involvement, an educational process that raises awareness of local problems, and a means of acting on what the research finds. Control over how information is gathered, analyzed, and used is meant to stay with the community throughout. A circular model called the research puzzle organizes the handbook's practical sections, moving groups through knowing their situation, identifying resources and issues, gathering and understanding information, acting, and reflecting. A sample profile index built around a housing cooperative and six case studies from Canadian communities, unions, and cooperatives ground these ideas in practice. The authors call it a first draft and invite readers to help shape what comes next.Item Practical issues in the democratisation of research in non-formal education in the commonwealth(International Council for Adult Education, 1979) Hall, Budd LDr. Budd L. Hall prepared this paper for the Commonwealth Specialist Conference on Non-Formal Education for Development, held in New Delhi in January and February 1979, while serving as Director of Research at the International Council for Adult Education. It looks at research trends of that period across the Commonwealth, moving through broad overviews, literacy studies, media evaluations, action research, and participatory research, before turning to what he treats as the most significant among them: the shift toward democratising research itself. Several developments point to this shift, among them research relocating from metropolitan countries toward the Third World, local researchers taking over roles once held by expatriates, and poor and exploited communities gaining a direct role in shaping the research process rather than remaining its subjects. Case examples from Botswana, Kenya, Tanzania, Canada, England, and India ground these claims. Practical questions follow how findings get communicated in accessible language, what alternative methods such as drawings, theatre, and song open for non-literate participants, how much longer democratic research takes, what it costs, and how local findings connect to larger structural issues. The paper ties democratic research to the wider struggle for social justice, with Hall insisting ordinary people hold both the ability and the right to interpret their own problems.