Community-Based Participatory Research

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1980 - 19898

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Start date: 1980End date: 1989

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Now showing 1 - 8 of 8
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    The village women cooperatives store: A case participatory research in a Korean village
    (1980) Cheong, Ji Woong
    This case study focuses on the role of the women’s club in the development of the rural community of Bangchuk village, South Korea, as part of the Rural Development Laboratory Project of Seoul National University. The village was characterized by low income, lack of infrastructure, poor coordination, and internal conflicts. Although there was an established number of formal and informal community groups, most of them were inactive, and women’s involvement was limited. Through field survey research in 1975, the current study explored how the women’s club was organized and manifested its developmental role. Particular attention was paid to developmental issues such as cooperation activities, economic and educational aspects, family planning, and the mobilization of women’s participation in the club activities to promote the well-being of the community. The case study provides evidence of how the women’s club organization and collective action promoted community development. It also demonstrates the importance of both the researcher’s cooperation with the community and his/her participation in the development mobilization process to harness local human resources for the empowerment of the community. The women’s collective organization in Bangchuk village is considered an effective way to promote community development and improve the quality of life of its residents.
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    Report of the meeting on participatory research held at Dehradun, India April 22-24, 1983
    (Participatory Research in Asia (PRIA), 1983) Society for Participatory Research in Asia
    This report is about a three-day meeting on Participatory Research (PR) held in Dehradun, India, in April 1983, organized by the Society for Participatory Research in Asia (PRIA). It was attended by twenty-four participants, who discussed the role of ideology in PR, and the overlapping nature of participatory research, evaluation, and training. The meeting also explored the complex and often conflicting roles researchers assume in the field, illustrated through a participant's work with a Dalit theatre group. To examine these issues further, participants formed four interest groups. These groups focused on primary education, forest studies, baseline survey design, and women's issues, highlighting distinct methodological tensions in each area. The report closes with a review of PRIA's role as a support organization and suggestions for its future direction, including promoting PR more widely, producing materials in local languages, and building a resource pool of trained practitioners.
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    Asian regional participatory research network: A note
    (1985) Tandon, Rajesh
    Dr. Rajesh Tandon's 1985 note reviews seven years of the Asian Regional Participatory Research Network, outlining its theoretical orientation and administrative structure. He argues participatory research in Asia has become part of the organized struggles of local people, challenging expert authority and helping communities build their own strength. The work has centered on five group-, workers, the rural poor, tribals, women, and urban slum dwellers, approached from a clear position alongside the oppressed rather than through debates over methods. On the administrative side, he records decisions from the December 1983 Manila meeting: regional coordination staying with the Society for Participatory Research in Asia, New Delhi, and patchy communication between regions. The note closes by asking someone else to take over as international coordinator after his three years in the post and calls for more inter-regional collaboration, possible residency exchanges, and a better networking system.
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    Linkage between participatory research, participatory evaluation and participatory training
    (1983-05-05)
    As participatory approaches gained ground in the early 1980s, questions emerged about how research, evaluation, and training might intersect in practice. This paper explores the close relationship between these three processes, showing how they often overlap and evolve within the same project rather than remaining separate domains. Through discussions of field experiences, it reflects on the complexity of roles that facilitators, educators, and community members assume, and the tensions that arise in balancing activism, research, and organizational structures. The study also considers the possibilities of applying participatory methods to diverse fields such as primary education, forestry, and women’s empowerment, while highlighting the constraints of time, resources, and institutional support. Instead of drawing final conclusions, it leaves the reader with open questions about how participatory practice can expand its reach while staying true to its empowering intent.
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    A note on the participatory research project in the asian region
    (1981) Tandon, Rajesh
    This paper traces the rise of participatory research as a response to the limits of conventional social science, linking it to wider struggles for democracy and development. It reflects on both its potential and contradictions, framing it as an ongoing project rather than a finished method.
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    Participatory evaluation: Issues and concerns
    (Society for Participatory Research in Asia (PRIA), 1989) Choudhary, Anil; Tandan, Rajesh
    Evaluation has become a commonplace word and practice in development programmes throughout the world. Not only are programmes, plans and activities being designed and implemented to promote development in education, health, agriculture, etc. but they are also being evaluated regularly and frequently. There has also evolved, over the last couple of decades, specialized expertise, institutions and a body of knowledge in support of evaluation. However, much of this evaluation practice and theory continues to be utilized in a manner that is very similar to top-down models of development, which are currently being replaced by bottom-up strategies. In the course of our work with grass-roots organizations and non-governmental initiatives in India, and other countries of Asia, we have evolved, through our own practice, some ideas, principles and theory about Participatory Evaluation. We evolved these principles not only based on the critique of traditional evaluation approach but also based on what seemed relevant and appropriate in a given concrete situation. In our interactions with other practitioners, we have found multiple and varied meanings being given to the concept of Participatory Evaluation. For some, Participatory Evaluation implies the process of action-reflection-action. In the process of conscientizing and organizing the poor, several grass-roots activists and organizations have evolved a methodology of action-reflection-action. It is this process which is equated with the meaning of Participatory Evaluation by some. On the other hand, we have been calling our involvement in facilitating evaluation and analysis of a programme, an organization or a perspective as Participatory Evaluation.
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    Participatory research, educational experience, and empowerment of adults
    (PRIA, 1985-01) Tandon, Rajesh
    The article by Dr. Rajesh Tandon talks about the practices of participatory research as a philosophy of subaltern knowledge systems. He states how historically, knowledge systems have been dominated by elites who maintain hegemonic control over them while negating the perspectives of marginalized people, and defines participatory research as an alternative process and method. The article goes on to trace the origins of participatory research to the practice of Adult Educators in poor communities of Asia, Africa, and Latin America and lists networks promoted by organizations that became the breeding ground for experiments in participatory research. Dr. Tandon further mentions PRIA (Participatory Research in Asia) and documents its evolution and interventions in the work of participatory research in various fields like environment, workers' education, occupational health, and women’s issues. The article ends by identifying challenges in the form of bureaucratic state institutions, statism, and emerging technologies, also placing emphasis on the role of adult education to help citizens regain their capacities.