Participatory Research
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Item Influencing a global movement: Notes the founding of the Consejo de educacion de adultos de America Latina (CEAAL)(0000) Hall, Budd LIn this piece, Budd L. Hall recalls how the Consejo de Educación de Adultos de América Latina (CEAAL) came to be founded. He starts with the creation of the International Council for Adult Education (ICAE) after the 1972 UNESCO conference in Tokyo, and his own work with the Chilean sociologist Francisco Vio Grossi on a participatory research network. The account then follows the 1979 ICAE meeting in Helsinki, where the decision was made to back Vio Grossi and the popular education movement in organising a Latin American body. It describes the Caracas meeting that led to CEAAL in 1982, and the 1985 World Assembly in Buenos Aires, where CEAAL held its first General Assembly. Hall offers these as personal reflections on the early years.Item Participatory Research in Asia(1980) Tandon, RajeshThis volume represents a major step in the Participatory Research Project (PRP) in Asia and is the first publication of its kind in the region. It has now been a little over two years since the project was started by the International Council for Adult Education. The PRP has been implemented through the creation and strengthening of five regional networks, and I have been acting as the coordinator of the Asian Regional Network for the past 18 months. A statement of the objectives of the Participatory Research Project and Network is included as an appendix. This volume draws together emergent theoretical concerns of Participatory Research (PR) in Asia, a set of case studies illustrating some of the under-lying principles and methodologies, some short discussion notes, and key reports from regional and sub-regional meetings. The purposes of this volume are manifold: first, this volume will present to the members of the network as well as those interested in PR, the current 'state of the art' in PR: it is intended to initiate a series of such volumes in Asia which will reflect the evolving character of PR as a concept and methodology: second, this volume is intended to stimulate further writing on and documentation of PR. I believe that a significantly greater amount of work is going on in Asia than is represented here. This is a weakness of the present volume: it is heavily biased in favour of some countries, especially India, than others. I do believe that other countries of Asia have a lot of exciting material to contribute to PR. I hope this volume will stimulate a more active circulation of already existing materials. Finally, this volume is intended to be a report on what has been happening in PR in Asia through exchanges across the region. Already four meetings/workshops have been organized on PR in Asia, and it is planned to hold many more within and across the region in the coming years.Item Description of the methods of participation research(1978) Le Boterf, GuyThe 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.Item Participatory research: A new methodology for adult educators?(National Center for Research in Vocational Education, 1979) Griffith, William S; Cristarella, Mary CParticipatory 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).Item The use of participatory methods in a community based adult education programme(Women and Development Unit (WAND) Extra Mural Department, UWI, 1982) Ellis, PatriciaThe document highlights the design of an adult education programme in Rose Hall using a participatory approach. The main areas covered by the programme include agricultural knowledge, home improvements, personal development, numeracy and English, which are taught depending on the needs and capabilities of the community. Participatory techniques such as discussion groups, role playing, stories, drawings, demonstrations and participatory evaluations have been used in the programme. Community members, education committee, resource persons and project coordinator take part in evaluating the programme and determining any problem and possible solutions. The programme helps in improving knowledge, self-confidence, communication skills, critical awareness, problem solving, decision making and community participation. This programme faces certain challenges in the form of participation, attendance, gender roles, time, human resources, attitude and documentation. The exercise illustrates how participation, dialogue, reflection and collective analysis could assist community members in analyzing their situation, knowing their strength and weakness and taking more responsibility in their development and that of their community.Item Participatory research - An integral part of the development process(Women and Development Unit (WAND) Extra Mural Department, UWI, 1983) Ellis, PatEllis develops the concept of participating research as an alternative concept to the dominant approaches to social research. Ellis is critical of the tendency of research to be an end in itself as opposed to being a means to an end, and proposes a new paradigm in which research is integrated into development and change processes. He also highlights the problem with the dominant approach, which is overly concerned with imposing control, objectivity, quantification, and academic discourses, while remaining detached to the issues affecting the subject of investigation. Particripatory research recognizes the subjectivity of research and seeks to involve the researched group actively in the research process to obtain information and knowledge that can then lead to transformative action and change. The paper makes a distinction between the researcher as a facilitator and expert, and highlights how the former can be more effective in sharing expertise and knowledge with the researched community. The article further highlights the political nature of participating research, as a means to achieve equity and democratization of knowledge and influence. Ellis provides examples from Trinidad, St. Vincent, and Saint Lucia, which illustrate the potential of participating research in community development, women’s development, and education respectively. The paper concludes that participating research has the potential to contribute to community empowerment and self-reliance, which are critical aspects of development in the region.Item The issue of methodology in participatory research(1980) Kassam, YusufThe question of methodology in participatory research is a subject of on-going analysis and discussion. No consensus has yet been reached on what constitutes the methodology in participatory research. What this paper proposes to do is to highlight the major "methodological" analyses that participatory research has been subjected to in the past few years and, secondly, to critically examine the validity, constraints and shortcomings of the various methodological positions. In so doing, this paper intends to provide a basis for a further analysis and clarification of the issue of methodology in participatory research. Before plunging into examining the issue of methodology in participatory research, it is necessary to briefly outline what has been conceived as participatory research, its origins and its intentions.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 Participatory research handbook for community groups(International Council for Adult Education, 1978-06) Barndt, Deborah; Conchelos, Greg; Etherington, Alan; Galindo, June; Hall, Budd L; Harasim, Linda; Jackson, Ted; Marino, Dian; Tobias, Kathy; Vigoda, Al; Correia, Dianne; Icaza, Bernardita; Mansfield, JenniferThis handbook is about doing participatory research in local groups and communities, prepared in 1978 by the Participatory Research Project Group at the International Council for Adult Education. It is written for community groups without the money, professional training, or institutional support that usually make research an exclusive activity. Three ideas run through the book: participatory research is a method of social interaction built on full community involvement, an educational process that raises awareness of local problems, and a means of acting on what the research finds. Control over how information is gathered, analyzed, and used is meant to stay with the community throughout. A circular model called the research puzzle organizes the handbook's practical sections, moving groups through knowing their situation, identifying resources and issues, gathering and understanding information, acting, and reflecting. A sample profile index built around a housing cooperative and six case studies from Canadian communities, unions, and cooperatives ground these ideas in practice. The authors call it a first draft and invite readers to help shape what comes next.Item An epidemiological approach to participatory research in evaluation (an ongoing study)(0000) Participatory Research in Asia (PRIA)