Participatory Action Research

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A Canadian approach to higher education, community-engagement and the public good: The future of continuing education
(2009) Hall, Budd L
What is the relationship between society and universities in the 21st century? In this article, Budd L Hall reflects on the future direction of Canadian higher education and its responsibility to the public good. Situating his argument within long-standing debates in continuing education, he examines how universities are increasingly shaped by market pressures, corporatisation, and funding constraints. Instead of framing social justice and economic concerns as oppositional, Hall calls for a more integrated approach that recognises the interdependence of markets, communities, and democratic life. Drawing on decades of work in community-based research and engagement, he argues that universities must move towards institutionalising meaningful partnerships with communities. Community-based research, he suggests, should be embedded within teaching and research practices as a pathway to social action. In conclusion, this article invites readers to reconsider how higher education institutions can remain socially relevant by strengthening their civic role and deepening their accountability to the communities they serve.
African regional workshop on participatory research (1-7 July): "From clarity to Anarchy – Participatory research approach"
(PRIA, 1979-07) Tandon, Rajesh
Assessment of internal empowerment at the group level
(0000)
This paper presents frameworks for assessing internal and external empowerment at the group level in development interventions. It examines the monitoring systems and how they can capture the processes of group strengthening and the outcomes of collective action. Two dimensions of empowerment assessment, along with their indicators and methods are discussed. Internal empowerment encompasses self-management quality and quantity, problem-solving capabilities, democratisation, and self-reliance and sustainability. External empowerment parameters include influence with project implementing agencies, leverage with state agencies for development funds, representation in local government bodies, and engagement with other groups, social movements, and non-group members. The paper then illustrates the application of empowerment assessment by presenting four case studies of AGDEV- An agricultural development project , Women's Enterprise Development Project (WEDP), Rights- Slum initiative, and SANA- a capacity building agency.
Background document for the University of Victoria Task Force on civic engagement
(University of Victoria, 2017-09-15) Dragne, Cornelia
The purpose of the report is to identify and review the best strategies used by other universities to coordinate their civic/community engagement practices, as they are reflected in the literature dedicated to the topic. The focus of the report is on North American universities. The report seeks to: 1)present a brief background on university-community engagement 2)identify universities that promote civic/community engagement, case studies of coordinating models in place 3)identify evaluation methodologies 4)identify principles and structures that could serve as a model for UVic, lessons learned and recommendations in the literature.
Beyond "whose reality counts?" New methods we now need?
(1997) Chambers, Robert
Activities called PRA, and its equivalents in other languages, have evolved from a confluence, sharing and adaptation of methodologies, methods and participatory traditions. Synergies have generated new things to do and new ways to do them, including visual forms of analysis. A conjunction of conditions has produced an explosion of activities and applications, and spread to many countries and organisations - NGOs, Government departments, and even universities, and raising questions of ethics and of sharing methodologies. Coming from our different traditions, should we seek places of convergence and springboards for action? If so, could the concept of responsible wellbeing, and the question "Whose reality counts?" provide us with common ground? They fit with eclectic pluralism, a celebration of diversity, and democratic reversals of dominance. They raise shared issues of how we teach, learn, and construct realities, of dominant institutions and their cultures, and of personal power. They point towards responsible well-being for "uppers" being sought in empowering and privileging the realities of "lowers". Do we now have a phenomenal opportunity? We have participatory methodologies which are powerful, popular and self-spreading We have new space opened up by government and donor agency policies for participation and poverty reduction. Rapid spread has brought much bad practice. At the same time, PRA and other participatory methodologies have also shown a potential to contribute to changes at levels which are policy-related, institutional and personal To make the most of these opportunities invites sharing methods and experience between different traditions, and inventing new methods. Five methodological challenges now (May 1997) stand out as points of leverage. These are how better to 1. enable the realities and priorities of poor and marginalised people to be expressed and communicated to policy-makers 2. enable trainers to facilitate attitude and behaviour change 3. make normal bureaucracies more participatory 4. build self-improvement into the spread of participatory methodologies 5. enable people with power to find fulfilment in disempowering themselves Could it be that effective repertoires for these could lead to much good change? Could convergences and sharings of experiences and approaches among us contribute to such repertoires? Could we between us seize these opportunities in the new spaces which are opening up?
Breaking the monopoly of knowledge: research methods, participation and development
(1977) Hall, Budd L
Why 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.
Citizen's report on water supply, sanitation and solid waste management in selected small and medium towns in India
(Society for Participatory Research in Asia (PRIA), 2008-12) Participatory Research in Asia (PRIA)
Strengthening citizen participation in urban governance has been one of the main objectives of PRIA. A variety of interventions towards the formation and strengthening of citizen collectives for effective participatory governance have been carried out in multiple locations of various small and medium towns. Study on ‘Citizen Report on Water Supply and Sanitation Services’ is one of the important initiatives undertaken by PRIA. The objectives of the intervention were two fold: (i) enhancing civic engagement and citizen participation and (ii) improving service delivery by the municipalities through enhanced accountability and participation. The specific objective was to assess the status of water supply and sanitation in terms of availability, accessibility, quantity, quality and affordability by involving citizen leaders/volunteers and local civil society actors so as to initiate a citizen monitoring system. The study is confined to eight cities namely, Dharamshala (Himachal Pradesh), Narnaul and Mahendergarh (Haryana), Rajnandgaon and Janjgir (Chhattisgarh), Jhunjhunu and Karauli (Rajasthan) and Sehore (Madhya Pradesh). Information on water supply and sanitation had been collected through a series of primary household surveys using a structured questionnaire. The approach was to involve active citizen volunteers/leaders in collecting data wherever they were present. Youth from local colleges and senior secondary schools were especially encouraged to participate in carrying out the interview surveys.
Community participation
(2000) Tandon, Rajesh
Doing research with people: Approaches to participatory research, an introduction
(Society for Participatory Research in Asia (PRIA), 2000) Pinto, Maya
The inspiration for this manual came from the World Congress on Participatory Action Research held in Cartagena, Columbia, (June 1-5 1997) where people from over 30 countries gathered to discuss participatory approaches to research, education and social development. The experience for most of those present was an eye-opener. It revealed that although the term ‘participation’ has varied connotations and participatory approaches or methodologies have been developed in response to different contexts and situations, yet the opportunities for convergence-to discuss, to share and learn from each others experiences - are immense. The contents of this manual trace the roots, principles and practices of four well known participatory research approaches: Participatory Research (PR), Participatory Action Research (PAR), Action Research (AR) and Participatory Rural Appraisal (PRA). The manual has been organised in such a way that information about each approach can be read separately or in conjunction to the other approaches - just like reality itself ! Each section includes a description of the approach and a case study designed to be used in training situations. This information has been compiled from a wide range of sources. In order to keep the manual simple and straightforward, the references have been listed at the end.
Early childhood care and development programs as hook and hub for community development: Promising practices in first nations
(University of Victoria, 2004) Ball, Jessica
This report traces a year-long investigation into how Lil'wat Nation, Tl'azt'en Nation, and six First Nations of the Treaty 8 Tribal Association built their capacity to deliver early childhood care and development programs rooted in their own cultures and languages. Working with the University of Victoria's School of Child and Youth Care, these communities trained members through a two-year post-secondary program and went on to establish child-care and Aboriginal Head Start services on reserve. Four years after training ended, nearly all graduates were working in their home communities, and every program had grown, with waitlists and plans for expansion. The report follows what made these transitions succeed, from community-driven training design to long-term investment and strong governance. It also outlines the "hook and hub" model, where childcare draws families in and then connects them to wider health, cultural, and social supports, offering promising practices for other Indigenous communities pursuing similar goals.
Evaluation of adult education in Tanzania: A status report
(University of Dar es Salaam, 1971-02-13) Hall, Budd L
Tanzania 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.
From margins to center? The development and purpose of participatory research
(The American Sociologist, 1992) Hall, Budd L
This article documents the development of the libratory stream of participa-tory research as experienced through the activities and connections of one of the key figures in the early development and dissemination of these ideas. It traces the developments in Tanzania in the early 1970s, through the establish-ment of the original Participatory Research Network to the elaboration of theoretical and political debates. It highlights the formulation and elaboration of participatory research as a contribution to social change in a variety of settings. It includes discussions of the feminist advance, the question of voice and the relationship of power to knowledge in transformative practice. It contains an extensive and historically valuable bibliography.
Involving communities in planning and assessing the impacts of development programmes: Report on a pacific NGO workshop on participatory approaches to development, Nadi, Fiji, 23–25 June
(2023-06-23) Quinn, Marion; Clark, Kevin
This report documents a Pacific NGO workshop on participatory approaches to development held in Fiji in 2003, aimed at strengthening the capacities of civil society organisations to use participatory impact assessment, stakeholder analysis, indicator setting, and community based monitoring in their own contexts. Its central concern is how development can move beyond expert driven models toward processes where primary stakeholders influence decisions, resources, and outcomes. The report covers practical sessions on identifying stakeholders, understanding gender relations, designing meaningful indicators, collecting and analysing data, and using participatory tools such as mapping, ranking, focus groups, seasonal calendars, and time use studies. Through examples from Pacific countries, it shows how communities can define priorities, generate knowledge, and evaluate change on their own terms. This report offers an important lesson that monitoring and evaluation are not merely technical exercises but democratic processes linked to power, voice, and accountability. It demonstrates that when communities participate from the beginning of a project cycle, development interventions become more relevant, more sustainable, and more responsive to local realities.
Linkage between participatory research, participatory evaluation and participatory training
(1983-05-05)
As participatory approaches gained ground in the early 1980s, questions emerged about how research, evaluation, and training might intersect in practice. This paper explores the close relationship between these three processes, showing how they often overlap and evolve within the same project rather than remaining separate domains. Through discussions of field experiences, it reflects on the complexity of roles that facilitators, educators, and community members assume, and the tensions that arise in balancing activism, research, and organizational structures. The study also considers the possibilities of applying participatory methods to diverse fields such as primary education, forestry, and women’s empowerment, while highlighting the constraints of time, resources, and institutional support. Instead of drawing final conclusions, it leaves the reader with open questions about how participatory practice can expand its reach while staying true to its empowering intent.
Participation, planning and international cooperation: reflections on the tanzanian experience
(1975-05) Hall, Budd L
What 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.
Participatory action research (PAR) in women's health: SARTHI, India
(Zed Books, 1996) Khanna, Renu
I would like to place these reflections in the context of my own experiences, both personal and work-related. I do this because I believe that I am typical of my kind, an activist and a practitioner working on women's issues. My educational background and training have contributed to the way I see myself. I have been a practitioner concerned with pragmatic action to bring about social change. I understood research as something lofty and abstract, concerned with a world of ideas. I have had, in fact, a mortal fear of research, resulting in a tendency to distance myself mentally from anything which was even remotely research-like. Second, somewhere quite early in my working life, I began seeing myself as an enabler, a facilitator for empowerment. This commitment to empowerment grew and gradually I began recognizing this, and around nine years ago I made some very conscious choices about my future work which I decided was to be in the area of women's empowerment. It is against this background that I shall examine the topic of PAR in women's health. What implications and meaning does PAR have for practitioners and for women's empowerment? In order to arrive at a conceptual understanding of PR for women's health action, I shall draw upon the last nine years' experiences that I have had working with Social Action for Rural and Tribal Inhabitants of India (SARTHI).
Re-Visiting participation third course development professional from south asia countries
(Participatory research in Asia (PRIA), 2000-09-07) Satyamurthi, V
This paper compiled by V. Satyamurthi examines the concepts, methods, and limitations of monitoring and evaluation in development programmes. The paper traces the evolution of M&E from its origins in the 1950s UN system through the 1970s expansion of international development assistance. It critiques the conventional M&E system, arguing that it fails to capture the complex, qualitative dimensions of social change. The paper then assesses in detail, and distinguishes between monitoring as an internal management activity providing regular feedback on implementation progress, and evaluation as a broader assessment of programme appropriateness, results, and impact. Participatory Monitoring and Evaluation and its key elements are presented as an alternative based on the belief that those most closely involved can analyse their own problems. The paper then outlines six categories of PM&E indicators, from group operation and management, economic performance, technical operation, financial management, group institutionalisation and self-reliance, to other considerations. The paper concludes by distinguishing three kinds of evaluation using Karl Deutsch's feedback loop framework, arguing how only participatory evaluation provides the latter two forms of feedback essential for genuine development.
Report of the meeting on participatory research held at Dehradun, India April 22-24, 1983
(Participatory Research in Asia (PRIA), 1983) Society for Participatory Research in Asia
This report is about a three-day meeting on Participatory Research (PR) held in Dehradun, India, in April 1983, organized by the Society for Participatory Research in Asia (PRIA). It was attended by twenty-four participants, who discussed the role of ideology in PR, and the overlapping nature of participatory research, evaluation, and training. The meeting also explored the complex and often conflicting roles researchers assume in the field, illustrated through a participant's work with a Dalit theatre group. To examine these issues further, participants formed four interest groups. These groups focused on primary education, forest studies, baseline survey design, and women's issues, highlighting distinct methodological tensions in each area. The report closes with a review of PRIA's role as a support organization and suggestions for its future direction, including promoting PR more widely, producing materials in local languages, and building a resource pool of trained practitioners.
Report of the training on participatory methodology for community development- Phase 11
(PRIA, 1992-11-16) Aurat Foundation
Report on PRA workshop held at Bidda Village
(1994) UNNATI Organization for Development Education
This report is about a study conducted in “Bidda” village about Participatory Rural Appraisal (PRA) methods in rural development planning. The participants included a workshop on PRA, which helped participants develop an understanding of the tools used for generating community knowledge, such as social mapping, resource mapping, transect walks, priority ranking, timelines and trends, service mapping, pie diagrams, and wealth ranking. In addition to providing knowledge about the tools, the workshop encouraged the participants to establish connections with local people, listen actively, ask open-ended questions, and value people’s community knowledge. The field study also helped participants learn how different PRA tools can collect comprehensive village information, including natural resources, livelihood resources, services available to the residents, and personal revenues and expenditures, and timelines and trends. The field study provided valuable insight into developing integrated community development plans for the study village based on the collective knowledge about the community. This research is a significant contribution to community planning, highlighting the importance of using participatory field study methods to generate community knowledge and promote rural development planning in Gujarat at the micro-level.