Community Knowledge
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Item Development training of marginal farmers in india(1980) Tandon, RajeshItem Enabling Public Grievance Redressal Systems in Municipalities: An Operational Manual(Society for Participatory Research in Asia (PRIA), 2013)Grievance redressal lies at the heart of accountable governance, yet in many contexts it remains fragmented and inaccessible to ordinary citizens. This manual offers a practical framework for designing and implementing public grievance systems that are transparent, responsive, and rooted in citizen participation. It sets out processes for creating enabling environments, building institutional structures, and clarifying roles for officials and communities alike. By addressing both procedural steps and the broader ethos of trust and accountability, the manual positions grievance redressal not only as a technical exercise but as a means of deepening democratic practice.Item Knowledge and social change: An inquiry into participatory research in India(Society for Participatory Research in Asia (PRIA), 1985-10) Society for Participatory Research in Asia (PRIA)Item Local knowledge, social movements and participatory research: Indian perspectives(Participatory Research in Asia (PRIA), 2021-11-30) Participatory Research in Asia (PRIA)Item Participatory research and participatory social action(1980-04-13) Tandon, RajeshItem Participatory research international networking memo, March 15, 1985(Participatory Research in Asia (PRIA), 1985-03-15) Participatory Research in Asia (PRIA)The March 1985 issue of the Participatory Research International Networking Memo, circulated by PRIA, reflects on the Bhopal gas tragedy and PRIA's efforts to document it for educational purposes through its collaboration with the Highlander Center. . A regional update reports on participatory research developments across Africa, Asia, Latin America, Europe, and North America. These include the formation of the Senegalese Association of Participatory Research, PRIA's own work on a participatory research and evaluation study, a workshop on the Koel-Karo dam project in India, and ongoing Bhopal-related investigation and mobilization. Other updates cover a databank on participatory research literature in Italy, a planned handbook on self-reliant development, a new Participatory Research Exchange in the UK, the use of participatory research within Quebec's feminist movement, and a proposed workshop on knowledge, education, and power in Canada. The memo closes with a list of new publications, including studies from Taiwan, Bangladesh, and Norway, and two videos, one on community responses to Bhopal and another featuring a conversation with Rajesh Tandon and Ganesh Pandey on the origins of participatory research in AsiaItem Participatory research meeting in India(1979-02) Tandon, RajeshThis report documents a Participatory Research (PR) meeting held in February 1979. It was attended by 35 activists, field workers, researchers, and practitioners from across India. It describes case studies shared at the meeting, including West Bengal's Operation Barga sharecropper registration drive, a tribal-led irrigation scheme in Rajasthan, and the mobilization of landless labourers and tribal women through Maharashtra's Shramik Sangathana. The report then turns to debates that emerged on PR's relationship to social action, the overlapping roles of researcher and activist, the risk of fostering dependency, and possible entry points for PR work, along with a comparison of PR and classical research across five guiding principles. It closes by reflecting on the empathy and self-awareness needed in a participatory researcher.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 Report on adult education & livelihood: Women as agents of change(PRIA, 2004-06) Pant, MandakiniItem Role of NGOs in education for all(Society for Participatory Research in Asia (PRIA), 1989-11) Tandon, RajeshItem Women and multiple vulnerabilities in an area of unrest: Key issues and challenges of tribal women in dumka and jamtara districts of Jharkhand: Final report(Participatory Research in Asia (PRIA), 2013-11-12) Jaitli, Namrata; Singh, Shivani; Ahluwalia, Deepa; Nasruddin