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De fracaso y frustración en el trabajo de campo: cómo asumir la ética de la representación en la investigación participativa [Of failure and frustration in field work —how to assume the ethics of representation in participatory research]
(Universidad Colegio Mayor de Cundinamarca, 2013) Oslender, Ulrich
La investigación participativa ha vuelto a la agenda por estos días. Sin duda en la academia convencional ha cobrado mayor aceptación que por allá en la década de 1970, cuando Orlando Fals Borda y otros desarrollaron lo que se dio a conocer como Investigación-Acción Participativa (IAP). Los consejos de investigación muestran cada vez mayor interés en financiar propuestas de investigación en colaboración, al parecer deseosos de escuchar y aprender de las experiencias de grupos subalternos. Lo sorprendente quizás es que muchas de estas investigaciones se reinventan hoy sin referencia siquiera al trabajo pionero de Fals Borda y otros. Otra carencia en los debates metodológicos se refiere a la falta de enfrentar abiertamente problemas de fracaso, decepción o frustración que el académico-activista pueda haber experimentado en el trabajo de campo. En este artículo, quisiera reflexionar sobre una experiencia de investigación en colaboración en la que participé y considerar de manera crítica aquellas situaciones que generaron alguna decepción personal, mostrando así las limitaciones en el campo de la investigación participativa. Hasta ahora me he abstenido de escribir sobre esto, pues plantea problemas éticos significativos en la posible identificación de sujetos de investigación, que hacen parte de esta historia. Sin embargo, creo que es solo mediante el examen crítico y abordando los fracasos y las frustraciones de las agendas de investigación en colaboración que pueden evitarse tales disgustos en el futuro. Cómo escribir sobre estos fracasos es una cuestión que no se responde fácilmente.
La sistematización como investigación participativa [Systematization as Participatory Research]
(CLACSO, 2019) Carrillo, Alfonso Torres
El artículo presenta una panorámica de la sistematización como investigación participativa que emerge en América Latina, como metodología que busca comprender y potenciar prácticas de transformación social. A partir de reconocer la influencia de la IAP como matriz de referencia para dicha metodología, se expone su origen y trayectoria histórica, los sentidos que la animan y sus fundamentos epistémicos y rasgos metodológicos como investigación cualitativa y participativa. Finalmente, se señala que como modalidad investigativa en construcción, continúa creciendo y fortaleciendo, desde la práctica y la reflexión de sus practicantes en los nuevos campos sociales y profesionales donde hoy se desenvuelva.
Action and knowledge: Breaking the monopoly with participatory action research
(The Apex Press, 1991) Fals Borda, Orlando; Rahman, Mohammed Anisur
This book is the result of field work and reflection inspired in Participatory Action-Research (PAR) techniques and philosophy during the last twenty years, when this form of study-and-action was first proposed and tried. The book does not attempt the impossible task of covering the entire field. It does try, however, to underline PAR's main features as we have experienced them, illustrating them in Part II through a handful of process studies, or vivencias, from different countries. Such vivencias are expected to show why PAR is a viable ap-proach to face some of the very old problems still experienced in many parts of the world where "development" policies have been tried and found wanting. However, although the crisis of "development" and its discourse is every day more widely felt and discussed, because PAR began much before, the alternative rise of PAR should not be interpreted as a response to it. From the beginning, those who adopted PAR have tried to practice with a radical commitment that has gone beyond usual institutional boundaries, reminiscent of the challenging tradition of Chartists, utopians and other social movements of the nineteenth century. Therefore, while recognizing that ours is an ancient, permanent task, it is our hope to reach social action groups, grassroots animators, intellectuals and government officials with a constructive message adapted to present needs for social and economic change, and conducive to other options for enlightenment and awakening of common peoples-especially those forgotten, despised or left voiceless by the dominant Establishments. We are concerned with such sociopolitical problems as people's power and struggles, and with cognitive issues, such as those implied in the accumulation of different types of knowledge. The pertinent theoretical discussion is found in Parts I and III, written also with a view to undertake a dialogue with academic scholars and in particular those who consider themselves "post-modern." We want to express our appreciation to the collaborators of this book and to the many groups that participated in the experiences. Thanks are due also to the director of the Institute of Political and International Studies of the National University of Colombia, Bogotá, and to the chief of the Rural Employment Policies Branch of the International Labour Office, Geneva, for their institutional support of the present work.
Social movements and political power: Evolution in Latin America
(Sage, 1990-6) Fals Borda, Orlando
Social movements came to life again in Latin America towards 1964. Working mainly at the local level, they have been undergoing intense evolution by adopting political functions. This has been due to the concatenation of the problems faced by them in existing vacuums of power. Movements have sustained themselves in time and have expanded regionally, to the point of now adopting national stances. This is expressed in autonomous action exemplified in Brazil, Mexico, Colombia, Chile and other nations. Prospects are difficult because of repression and co-optation, but unexpected resistance of the movements expresses an intense desire to achieve alternative developments and ways of life in these countries.
The Application of the social sciences’ Contemporary issues to work on participatory action research
(Society for Applied Anthropology, 2008) Fals Borda, Orlando
No one could have been more surprised than I when at the closing session of the 12th International Sympo-N sium on Action Research for Education, held at my home city of Bogotá, Colombia May 14-18, 2007 a number of delegates from Australia, Great Britain and the United States went to the podium to announce that I was the new recipient of the prestigious Bronislaw Malinowski Award of the Society for Applied Anthropology. I should travel to Memphis for this purpose. It is a motive of amazement to find my name in the honor roll together with scientists and authors of my considerable youthful reverence, the masters of my professors-a roster with names such as Gunnar Myrdal, Everett C. Hughes, Laura Thompson, Conrad Arensberg, and Margaret Clark. How did I finally fit into this sacred list? I am not going to question the criteria for choosing. My main duty, I feel, is to examine whether I merit such inclusion from the standpoint of con-tinuity and/or accumulation of science, continuing some of the basic tenets of the discipline I learned in my university years in the United States.
‘A giant human hashtag’: Learning and the #occupy movement
(2011) Hall, Budd L
How do forms of learning evolve in social movements? In this chapter, Dr. Budd L. Hall discusses the pedagogical significance of the ways in which learning takes place both within a movement and as a result of it. Taking the case of the Occupy Movement, which he considers one of the most important social movements of the twentieth and twenty first centuries in rich countries, Hall highlights the synchronised scale with which it aligned purpose and process. Viewing every participant as both a learner and a teacher, he reflects on how the organising structure of the movement differed from preceding movements against global capitalism. He discusses several defining characteristics of the movement, including collective thinking, direct democracy, decentralised leadership, and the creation of new forms of knowledge. Hall also emphasises the important role played by social media platforms as spaces of knowledge creation and dissemination. In developing his argument, he draws extensively on tweets shared under hashtags such as #Occupy, #OccupyMovement, and #OWS, among others. Through this exploration, Hall demonstrates how social movement learning holds transformative potential at both theoretical and practical levels, showing how the two remain in sustained dialogue within movements like Occupy.
Fifteen years of Participatory-Research-in-Asia
(Participation & Governance, 1997) Tandon, Rajesh
We have just completed fifteen years of our experience as PRIA. The seeds of this organisation were sown by the early work on participatory research during the late 70s. That experience provided the philosophical basis for our work: Knowledge is Power. This perspective inspired the early activities we undertook by promoting a number of initiatives which emphasised recognition and articulation of indigenous popular knowledge in the fields of education, health-care, natural resource management etc. Over the years, different ways of expressing that philosophy gained ascendancy in PRIA's work. Today, our work in strengthening Panchayati Raj Institutions as mechanisms of local self-governance is its most explicit expression. We are using methods of organising and promoting the learning of leadership in local bodies to play their rightful role as self-governing institutions. Special emphasis is being placed on learning and empowerment of new leadership in these institutions: women and socioeconomically weaker sections of society.
Participatory research for people's empowerment
(Participatory Research in Asia (PRIA), 1999) Prasad, B. Devi; Rao, K. Visweswara
As new ways of linking knowledge with social change were being sought, participatory research emerged as an approach that questioned the distance between academic inquiry and people’s lived realities. This paper examines participatory research as an approach to knowledge creation that is closely tied to community involvement and social change. Drawing from field experiences, the research demonstrates how engaging people directly in the research process challenges traditional academic hierarchies and foregrounds the realities of the marginalized groups. By placing communities at the center, participatory research shifts the role of the researcher from being an external expert to a facilitator of collective inquiry and action. This approach generates new knowledge while building local capacity and solidarity, and identifying and implementing practical, contextualized solutions to pressing issues. At the same time, PR highlights the tensions between academic institutions that emphasize objectivity and technical expertise, and community groups that prioritize lived experience and immediate outcomes. Despite these differences, PR demonstrates its strength in bridging gaps between theory and practice, institutions and communities, and knowledge and action- making research a transformational process.
Looking back, looking forward: Reflections on the origins of the international participatory research network and the participatory research group in Toronto, Canada
(1997) Hall, Budd L
In this article, Dr. Budd Hall looks back on the early history of the International Participatory Research Network, founded in 1976 in association with the International Council for Adult Education. He traces his own path into the work through years spent in Tanzania, where Julius Nyerere's ideas on self-reliance, Marja Liisa Swantz's participant research, and a 1971 visit from Paulo Freire shaped his understanding of research as an act of solidarity rather than a neutral exercise. He describes the 1975 special issue of Convergence that first drew together scattered efforts around the world, the 1977 Cartagena conference with Orlando Fals Borda and other Latin American scholar-activists, and the network's founding commitment to autonomous, horizontally organised nodes across Toronto, New Delhi, Dar es Salaam, the Netherlands, and Caracas. He then considers what role universities should play in a field built on breaking the academy's monopoly over knowledge production and reflects on the structural pressures that work against genuine collaboration between academics and communities. The article closes by asking whether participatory research might extend further, toward co-creating knowledge with the rest of nature.

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