Participatory Research

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Author: search.filters.author.Participatory Research in Asia (PRIA)End date: 2019

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    Training on participatory research methodologies. September 18-22, 2017
    (2017-09-22) Participatory Research in Asia (PRIA)
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    Lived realities of women sanitation workers in india insights from a participatory research conducted in three cities of India
    (Participatory Research in Asia (PRIA), 2019-06) Participatory Research in Asia (PRIA)
    This paper is about the everyday lives of women sanitation workers in Ajmer, Jhansi and Muzaffarpur, drawn from a 2018 participatory study of 206 women conducted under PRIA's Engaged Citizens Responsive City initiative. The paper traces how poverty, caste and gender intersect in the accounts gathered, alongside a fourth thread - the role education, or its absence, plays in keeping these women locked into sanitation work across generations. Interviews, focus group discussions, shadowing exercises and daily logs shaped the research, and the paper stays close to the women's own words rather than smoothing them into policy language. It documents that contractual and outsourced workers earn far less than permanent staff for the same labour, often without safety gear, payslips or basic awareness of laws meant to protect them. It records how discrimination based on touch continues in subtler, everyday forms. The paper closes with recommendations for government bodies and civil society, covering wage parity, grievance redress and community-level steps toward recognition and dignity.
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    Certificate in international perspectives in participatory research instructional guidelines
    (PRIA & UVic, 2013) Participatory Research in Asia (PRIA); University of Victoria
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    Teaching participatory research: Making higher education participatory and relevant
    (2010) Participatory Research in Asia (PRIA)
    The paper argues that inclusion of Participatory Research (PR) in the curricula of institutions of higher education will facilitate its actual practice, thereby contributing to new forms of knowledge production and social change. Participatory Research (PR),as an alternative to dominant social science research methodology and an approach for social change, gained recognition in the 70s. More than three decades later, however, much more is needed for the inclusion of PR in the formal higher education system. This paper highlights the status of PR in institutions of higher education in India; it analyses the viability of its inclusion and presents the challenges it faces across social science disciplines, in degree level courses, as well as in doctoral research. Drawing upon national and international experiences ,the paper explores ways by which higher education institutions in India can include PR in the curriculum and teaching practices .
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    Participatory research in occupational health
    (1998) Participatory Research in Asia (PRIA)
    This unit is about participatory research as a methodology for managing occupational health and safety, drawn from a training curriculum developed by PRIA. Conventional occupational health research has long treated workers as passive subjects, their symptoms recorded and checked against diagnostic machines and expert theory, with little role for workers in generating or owning the knowledge produced about their own conditions. Participatory research emerged as a challenge to this model, rooted partly in Paulo Freire's work on conscientisation, and rests on principles such as collective analysis, the fusion of knowing with acting, and a gradual shift of control over the research process toward those most affected by it. Worker participation in occupational health and safety is justified on several grounds, including improved social learning, productivity gains, and legal or rights-based claims to a voice in workplace decisions. Mechanisms discussed include safety committees, quality circles, and total quality management, alongside a step-by-step methodology for conducting participatory research, from identifying questions through survey design, data processing, diagnostic camps, and reporting. PRIA's own experience running diagnostic camps in Indian textile mills grounds much of this discussion, including a Mumbai worker who, in 1995, became among the first in the city to receive compensation for byssinosis identified through this process.
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    Workshop report teaching of participatory research, 4-5 August 2005
    (2005-08) Participatory Research in Asia (PRIA)
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    Second national inter professional dialogue on participaroty development and participatory research, April 18-24, 1997
    (Participatory Research in Asia (PRIA) and Association of Schools of Social Work in India (ASSWI), 1997-04) Participatory Research in Asia (PRIA)
    The Second National Inter-Professional Dialogue on Participatory Development and Participatory Research took place at PRIA, New Delhi, from April 18-24, 1997, organised in part the Association of Schools of Social Work in India. Eighteen social work teachers from across the country attended as a residential cohort alongside senior practitioners and researchers serving as resource persons. The programme built upon a dialogue held in 1995 and aimed to develop conceptual clarity on participatory research and development while working out their implications for social work education. The sessions traced the history of development approaches and social work education in India, examined participatory research's evolution since the 1970s, and compared it with conventional social work research. Speakers including Rajesh Tandon, T K Oommen, Binoy Acharya, Sheela Patel, and Joe Madiath addressed governance, urban and rural participation, and global donor policy. A field visit to Panchayati Raj sites in Haryana grounded these discussions in practice. Three PRIA-funded research projects were presented and analysed. Closing group work produced consolidated reports on curriculum reform and issue-specific action plans drawn from the week's case studies.
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    Participatory training: Philosophy and perspective
    (0000) Participatory Research in Asia (PRIA)
    The paper examines the assumptions underlying participatory training as a response to systems of inequality that concentrate power and control over the minds of ordinary people. Education, media and institutional knowledge production have historically devalued popular knowledge and eroded the self-confidence of ordinary people to think, act and transform their own realities. The paper proposes a set of guiding beliefs, termed articles of faith, centred on the capacity of ordinary people to learn, change and grow, as the basis for translating these ideas into practice. Conditions required for this translation include respecting learners and their experience, creating structured opportunities for sharing and critical reflection, strengthening self-esteem, and establishing mutuality between learner and trainer within a learner-centred and learner-controlled process. Training is presented as an ongoing, long-term intervention rather than an isolated event, directed toward generating new knowledge and countering hegemonic control. The paper closes by stating that trainers must first clarify their own assessment of reality, their vision of a better world, and their guiding articles of faith before designing training programmes.