Participatory Action Research

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End date: 2019Subject: search.filters.subject.SDG 4: Quality Education

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    The next gen project: A global study on training, teaching and learning community-based research (CBR)
    (The Canadia Association for the Study of Adult Education (CASAE), 2016-07) Lepore, Walter; Tandon, Rajesh; Hall, Budd L
    While policies and practices regarding the creation of structures to facilitate community-university research partnerships are emerging and there is a rich literature on methodology of CBR, little research has been done at a global level on the training opportunities for building capacities in CBR within universities and community organisations. This led the UNESCO Chair in CBR and Social Responsibility in Higher Education to undertake the Next Gen project to analyze the current state-of-the art in pedagogies and strategies for building CBR capacities. This paper synthesizes the main findings of the project and proposes a series of pedagogical principles for the training of CBR.
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    Description of the methods of participation research
    (1978) Le Boterf, Guy
    The article describes a research method used to identify the basic educational needs of rural populations in six villages in Central America. The research method is an approach that combines experimental research with a participatory survey of the community to identify educational needs. The communities participated by defining the problems they were facing, discussing their situation, identifying their educational needs, and developing possible solutions. This is different from a typical survey, since community members were given an active role in the research activities. Moreover, they provided feedback and were actively involved in discussions at various stages of the study and research process. This allowed the researchers to discuss and analyse the results with the community and to use their feedback in understanding and addressing specific problems. The study began with an initial exploration of the community, followed by the identification and prioritisation of needs, setting educational goals, developing strategies, discussion with the community, and implementation of the strategies. Researchers and technical specialists acted as facilitators and educators rather than being the sole producers of knowledge. The study links research, education, and community action, which is intended not only to analyse the situation in the communities but also to contribute to solving the problems that were identified.
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    Participatory research: A new methodology for adult educators?
    (National Center for Research in Vocational Education, 1979) Griffith, William S; Cristarella, Mary C
    Participatory research is a term which has been appearing within the past several years in international adult education conferences and which some commentators believe has the potential of redirecting research within the field of adult education. The International Conference on Adult Education and Development held in Dar-es-Salaam in June, 1976, proposed that "all adult educators should receive training in the theory and practice of participatory research as well as in complementary quantitative research techniques" (Dar-es-Salaam Design for Action, 1976, p.32). The UNESCO program action plan for 1977-1982 includes the support of future participatory research (Hurly, 1976). Cain states "the forces producing the demand for something called 'participatory research' are numerous and compelling" (Cain, 1977, p.7).
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    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.
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    Building capacity through action learning
    (Institute for Development Research (IDR) Reports, 1993) Leach, Mark
    The ability to learn from experience is critical for individuals and organizations seeking to be effective in rapidly changing and complex situations. Educators, corporate managers, public administrators, and grass roots activists have all been challenged by the dilemmas of learning from action and experience. While using many different terms (including action research, action science, experiential learning, participatory research, organizational learning, learning systems, etc.) these people have developed a rich and varied set of insights into facilitating what might be generally called "action learning." The purpose of this paper is to review several streams of work related to action learning (AL), and to consolidate some of the key principles in an effort to help organizations expand their capacity to develop action learning strategies. Particular attention will be paid to the relevance of action learning principles for non-governmental and community based organizations (NGOs and CBOs).
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    Economics among the road scholars
    (2017-12-22) Dreze, Jean
    Jholawala Economics’ is a derogatory term that the urban elites use to dismiss the arguments of social activists without having to contend with them. However, some of the jholawalas are indeed first-rate economists and their arguments cannot be dismissed easily. Jean Drèze is a prime example. His book ‘Sense and Solidarity: Jholawala Economics for Everyone’ puts together the wisdom that he and his co-authors (especially Reetika Khera) have gathered while doing research motivated by the problems they found at the grassroots level. This article is a condensed version of the thought-provoking introduction to the book. The article is a vigorous defense of the possibility of combining research with action. The argument is not that mainstream economists just interpret the world while the activists try to change it. It is about the learning value of collective action and the role of economists in society. In a country where we tend “to climb the ladder from the top” – Drèze’s characterisation of the Bullet Train project – the contribution of activists-scholars to economic research has special value.
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    Report of the international workshop PRA, literacy and empowerment: The reflect method
    (1994) Actionaid Bangladesh; Campaign for Popular Education (CAMPE)
    The report discusses participatory research and its use in communities through PAR, PRA, and the reflect method. The report emphasizes that communities should not be passive providers of knowledge for research but active participants in diagnosing problems, sharing their knowledge, and finding solutions to these problems. The report provides many examples of participatory research from Caribbean, Africa, South Asia, Latin America, Canada, Indigenous knowledge, adult literacy, empowerment, and social change. The report also recognizes some of the challenges that participatory research faces, such as ensuring rigorous research, combining the expertise of professionals and community members, and applying research findings to actual action. Overall, the report shows that participatory research is used to make research more relevant to the communities in which it is conducted.
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    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.
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    Participatory training for promotion of social development
    (1996) Acharya, Binoy; Verma, Shalini
    How can participatory training and learning be undertaken with disadvantaged groups? In this article, Binoy Acharya and Shalini Verma discuss approaches to training that move beyond the mere transfer of information and place people’s confidence, experience, and critical awareness at the center. They argue that many marginalised communities have long experienced the devaluation of their own knowledge and capacities, which weakens participation and self belief. Therefore, participatory training must begin by helping people analyse their own realities, articulate their experiences, and recognise what they need to learn further. The article highlights the important role of grassroots trainers in understanding why people do not participate- including fear, exclusion, low confidence, and past experiences of being ignored. Training is therefore presented as a process of creating safe spaces for dialogue, reflection, and collective learning. Drawing from training designs adopted by Gujarat based NGOs, the authors show how structured modules on facilitation, group dynamics, self development, and training methods can build local leadership. Participatory training is thus presented as a means of fostering critical thinking, restoring confidence, and strengthening people’s capacities for social change.
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    Participatory training and self development
    (0000) Acharya, Binoy; Verma, Shalini
    How 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.