Community-Based Participatory Research

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End date: 1999Subject: search.filters.subject.Participatory Action Research

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Now showing 1 - 10 of 17
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    Beyond "whose reality counts?" New methods we now need?
    (1997) Chambers, Robert
    Activities called PRA, and its equivalents in other languages, have evolved from a confluence, sharing and adaptation of methodologies, methods and participatory traditions. Synergies have generated new things to do and new ways to do them, including visual forms of analysis. A conjunction of conditions has produced an explosion of activities and applications, and spread to many countries and organisations - NGOs, Government departments, and even universities, and raising questions of ethics and of sharing methodologies. Coming from our different traditions, should we seek places of convergence and springboards for action? If so, could the concept of responsible wellbeing, and the question "Whose reality counts?" provide us with common ground? They fit with eclectic pluralism, a celebration of diversity, and democratic reversals of dominance. They raise shared issues of how we teach, learn, and construct realities, of dominant institutions and their cultures, and of personal power. They point towards responsible well-being for "uppers" being sought in empowering and privileging the realities of "lowers". Do we now have a phenomenal opportunity? We have participatory methodologies which are powerful, popular and self-spreading We have new space opened up by government and donor agency policies for participation and poverty reduction. Rapid spread has brought much bad practice. At the same time, PRA and other participatory methodologies have also shown a potential to contribute to changes at levels which are policy-related, institutional and personal To make the most of these opportunities invites sharing methods and experience between different traditions, and inventing new methods. Five methodological challenges now (May 1997) stand out as points of leverage. These are how better to 1. enable the realities and priorities of poor and marginalised people to be expressed and communicated to policy-makers 2. enable trainers to facilitate attitude and behaviour change 3. make normal bureaucracies more participatory 4. build self-improvement into the spread of participatory methodologies 5. enable people with power to find fulfilment in disempowering themselves Could it be that effective repertoires for these could lead to much good change? Could convergences and sharings of experiences and approaches among us contribute to such repertoires? Could we between us seize these opportunities in the new spaces which are opening up?
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    Report on PRA workshop held at Bidda Village
    (1994) UNNATI Organization for Development Education
    This report is about a study conducted in “Bidda” village about Participatory Rural Appraisal (PRA) methods in rural development planning. The participants included a workshop on PRA, which helped participants develop an understanding of the tools used for generating community knowledge, such as social mapping, resource mapping, transect walks, priority ranking, timelines and trends, service mapping, pie diagrams, and wealth ranking. In addition to providing knowledge about the tools, the workshop encouraged the participants to establish connections with local people, listen actively, ask open-ended questions, and value people’s community knowledge. The field study also helped participants learn how different PRA tools can collect comprehensive village information, including natural resources, livelihood resources, services available to the residents, and personal revenues and expenditures, and timelines and trends. The field study provided valuable insight into developing integrated community development plans for the study village based on the collective knowledge about the community. This research is a significant contribution to community planning, highlighting the importance of using participatory field study methods to generate community knowledge and promote rural development planning in Gujarat at the micro-level.
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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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    From margins to center? The development and purpose of participatory research
    (The American Sociologist, 1992) Hall, Budd L
    This article documents the development of the libratory stream of participa-tory research as experienced through the activities and connections of one of the key figures in the early development and dissemination of these ideas. It traces the developments in Tanzania in the early 1970s, through the establish-ment of the original Participatory Research Network to the elaboration of theoretical and political debates. It highlights the formulation and elaboration of participatory research as a contribution to social change in a variety of settings. It includes discussions of the feminist advance, the question of voice and the relationship of power to knowledge in transformative practice. It contains an extensive and historically valuable bibliography.
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    Breaking the monopoly of knowledge: research methods, participation and development
    (1977) Hall, Budd L
    Why do we undertake research, and in whose interests does it operate? In this essay, Dr. Budd Hall critically examines the dominant top down traditions of research in adult education and questions their claims to objectivity. He argues that conventional survey based approaches often extract information from communities while offering little in return. They produce knowledge that can be inaccurate, alienating, and detached from tangible social action. Engaging with radical educators and theorists such as Paulo Freire, Barney Glaser and Anselm Strauss, Hall outlines the foundations of an alternative participatory research approach. This approach views knowledge as collectively produced and rooted in lived experience rather than imposed by external experts. Research, in this framing, becomes a process of dialogue, reflection, and action directed toward liberation and social transformation. The essay invites readers to reconsider the purpose of research itself and to imagine methodologies that expand human creative potential while challenging entrenched hierarchies of knowledge and power.
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    Participation, planning and international cooperation: reflections on the tanzanian experience
    (1975-05) Hall, Budd L
    What can development look like for a newly independent Third World nation? Emphasising the core principles of socialism and self-reliance, Dr. Budd Hall reflects in this paper on the directions Tanzania chose in making development planning participatory and in shaping its approach to international cooperation. Education is presented as fundamentally tied to national development, with its centrality illustrated through several case studies, including the Adult Education Network, the Man is Health campaign, and the Kwasisi Project. Through discussions of their motivations, processes, effects, and modes of evaluation, the article highlights how education functioned as a key instrument across multiple levels of development planning. Drawing on experience, historical insight, and policy analysis, the paper shows how Tanzania sought to situate its development efforts firmly within its stated principles while placing education at the centre of social transformation.
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    Evaluation of adult education in Tanzania: A status report
    (University of Dar es Salaam, 1971-02-13) Hall, Budd L
    Tanzania has placed significant focus on adult education, a commitment evident since the beginning of the Second Five Year Plan (1969–74). This report by Dr. Budd Hall emphasizes the need to evaluate the status of adult education in the country. The objectives of adult education programmes have been to teach basic reading, writing, and problem-solving skills to facilitate meaningful participation of young people in family life, community life and in the larger development of the nation. However, dropout numbers have remained high, and attendance rates continue to be low. The evaluation of these programmes has been divided into several components, including the assessment of baseline data, interim surveys, and technical surveys. This report explores the reasons why it is necessary to examine how effective these education programmes have been, what have been the shortcomings and how future efforts can be guided.
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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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    The Indian urban elites: An exploratory study
    (0000) De, Nitish R.; Tandon, Rajesh