Using Participatory Action Research Methodologies for Engaging and Researching with Religious Minorities in Contexts of Intersecting Inequalities
This is one of two freely available chapters from the SAGE Handbook of Participatory Research and Inquiry.
The SAGE Handbook presents contemporary, cutting-edge approaches to participatory research and inquiry. It has been designed for the community of researchers, professionals and activists engaged in interventions and action for social transformation, and for readers interested in understanding the state of the art in this domain.
This is the introductory chapter to the Handbook of Participatory Research and Inquiry. The handbook aims to articulate a wide range of pioneering and cutting-edge perspectives, as well as some innovative mainstream approaches, methods and techniques - in other words, what the editors and quthors see as the state of the art at the current time. Developed over the past few decaes, these perspectives and approaches reflect the work of a community of researchers, professionals and activists eganged in research that is both participatory and intrinsicaly linked to interventions and actions for social transformation.
This working paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives.
In this paper, we:
Grounded in an understanding of child rights as ‘living rights’, we propose building on the 3Ps of the UNCRC (protection, provision and participation) towards the 3Ss – space, support and system change.
We offer a set of field principles (REJUVENATE) to guide substantively participatory work with children and young people, underpinned by our Ndoro Ndoro model, which refers to intergenerational, community-driven approaches that put children and youth at the centre, while being accountable to them.
We recognise that this paper is far from exhaustive, and we intend it to be a springboard for further work that substantively recognises the importance of children’s participation in work to further child rights, and to enrich and rejuvenate the societies of which children are a part.
How do you think we learn best? What barriers do you see and experience that make it more difficult for us to learn? And what steps should we be taking to reduce the barriers and improve how we learn more effectively?
This Sanitation Learning Hub Learning Paper summarises the key learning from a rapid topic exploration on ‘Learning in the Sanitation and Hygiene Sector’.
The study looked at how people in the WASH sector learn, the processes utilised and what works best, as well as the barriers and challenges to learning. It looks at learning from communities and peer-to-peer and how the learning gets translated into action at scale.
This paper shares the lessons from sector and associated actors working in low- and middle-income contexts around the world and makes recommendation on how to strengthen learning and sharing processes, as well as building capacities and confidence for learning, with the ultimate aim of turning that learning into action at scale. A shorter learning brief accompanies this paper.
Recent debates on ensuring equity and inclusion in sanitation and hygiene provision in the Global South have begun to explore the needs of excluded groups of individuals. Yet, the sanitation and hygiene needs of perimenopausal (PM) women, who are making the transition to menopause, are neglected.
This study explores this new field of research and aims to provide recommendations to meet the sanitation and hygiene needs of PM women. Opening the doors to these needs warrants the use of adaptive, participative, feminist methodologies, placing PM women at the centre of the study to enable them to share their experiences. This research uses a six-stage case study methodology: a literature review, a phenomenological review, research design, case study selection, data collection, and data analysis.
This research identified several sanitation and hygiene needs as crucial to PM women’s health. This research concludes that the hidden sanitation and hygiene needs of PM women require participatory techniques to reveal them. Relationships with certain people allow PM women to discuss and meet the sanitation and hygiene needs to a degree. PM symptoms vary in nature, between women and day to day. This research demonstrates that the sanitation and hygiene sector needs to become more attentive to bathing and laundry issues overall, learning from the needs of PM women.
This resource includes six examples of where slippage has occurred and what has been done to reverse it. It aims to lay the groundwork for more systematic learning among practitioners.
There is widespread recognition that slippage of open defecation free (ODF) status is a challenge to sustainability across many programmes and contexts. Much has been written about how Community-led Total Sanitation (CLTS) and other sanitation programmes can be set up for sustainability in order to prevent slippage from happening but there is little documented evidence on how slippage can be reversed.
This edition of the Sanitation Learning Hub Frontiers of Sanitation examines what can be done if slippage has already happened. This resource has two parts – the first looks at how slippage is defined, presents a framework for identifying slippage patterns, and revisits the factors known to contribute to slippage. The second section provides six case examples of field experience of slippage and the actions taken to reverse it. It is hoped that this review lays the groundwork for more systematic learning and sharing on slippage to inform current and future programming and practice.
Inclusion of the most marginalised people through addressing discriminatory dynamics is central to achieving the Sustainable Development Goals. This research report considers how the intersection of spatial, economic and identity-based factors drive poverty and marginalisation.
It provides insights into how participatory processes with people living in these intersections can contribute to developing accountable relationships between the most excluded groups and duty-bearers. It is based on data, analysis and reflections gathered through collaborative and participatory research in Egypt, Ghana, India, South Africa and Uganda, conducted with Participate partner organisations the Centre for Development Services, Radio Ada, Praxis, Sustainable Livelihoods Foundation and Soroti Catholic Justice and Peace Commission.
In these five settings, partner organisations or ‘translocutors’ have developed participatory action research processes to facilitate exchange between citizens and a range of duty-bearers. They have attempted to open pathways to accountability, through iterative stages of building confidence within the group, deepening contextual understanding, promoting dialogue between citizens and duty-bearers, and developing working alliances between groups and agencies. This report discusses these experiences, and draws out learning and recommendations on how to build inclusive and accountable relationships with marginalised groups through progressive engagement among stakeholders in different spaces and levels of the ‘accountability ecosystem’.
Accountability is a complex issue in South Africa. The country has high levels of inequality, and marginalised groups – as in many countries – struggle to make themselves heard by those in power. Yet the issue is further complicated by an interacting set of factors, including the legacy of apartheid, gender and religious issues, and the lack of access to those in power.
Through a six-year research project, the Sustainable Livelihoods Foundation (SLF) used a range of technology-enabled participatory processes to unpack this lack of government accountability. This report focuses on four case studies, which examined the lived realities of marginalised groups and the activists that campaign on their behalf: activists against gender-based violence and for community safety; community care workers and health committee members working for public health; informal traders and the informal economy; and traditional medicine, Rastafarian bossie doktors and indigenous rights.
Using a multi-method research process, SLF supported these groups to work together and identify the accountability issues that they felt were important, and then consider how they could raise their voice collectively to those in power and those who shape and implement policy. As well as providing valuable findings, which SLF fed into the policy dialogue, this process also strengthened the capacity of these groups to speak out – not least through the use of different participatory technologies including digital storytelling, filmmaking, PhotoVoice, geospatial mapping and infographics.
This report reflects on the different tools used, considering not just the effectiveness of the outputs generated but also how these tools can empower citizens and bring marginalised groups together. Lastly, the report reflects on SLF’s role as an intermediary organisation, and how this role can influence the path that marginalised groups take in their efforts to make government more responsive to their needs.
Two of the central challenges in building accountability for marginalised people are how to reach and meaningfully involve the most excluded, and how to establish the kinds of relationships that mean they can achieve, influence and expect government responsiveness.
This report explores how participatory video – an existing methodology for engaging marginalised people – can be adapted and strengthened to inclusively engage citizens and foster responses from decision-makers. It presents four propositions for achieving this.
Proposition 1: Ensure inclusive engagement during group-forming and building.
Proposition 2: Develop shared purpose and group agency through video exploration and sense-making.
Proposition 3: Enable horizontal scaling through community-level videoing action.
Proposition 4: Support the performance of vertical influence through video-mediated communication.
Each of these propositions is discussed in relation to three concepts that are important elements of accountability initiatives: enabling spaces, bonding and bridging communication, and power-shifting. The discussion draws on two long-term participatory video processes at five sites in two countries, Indonesia and Kenya. Many participatory governance and accountability processes – and the theoretical discourses and practical approaches underlying them – do not pay enough attention to the need to shape the relational conditions for accountability for marginalised social groups. This can perpetuate exclusionary dynamics. Extended participatory video processes can mediate relationships, but for them to do so, there is a need to develop more ethical and effective participatory video practice, and for more work on how to foster support from influential decision-makers.
The Disabling Menstrual Barriers research aims to investigate and address the barriers to menstrual health and hygiene that adolescents and young people with disabilities face in the Kavre district in Nepal.
It is a collaboration between WaterAid and the London School of Hygiene and Tropical Medicine (LSHTM), with funding from the Bill & Melinda Gates Foundation. During September 2017, qualitative data was collected using participatory methods, including PhotoVoice.
This Learning Note presents the research questions, timeline, data collection methods and ethics. It also captures the preliminary findings from PhotoVoice and highlights the emerging research themes from this.
This third edition of the The Sage Handbook of Action Research presents an updated version with new chapters covering emerging areas in healthcare, social work, education and international development, as well as an expanded ‘Skills’ section which includes new consultant-relevant materials. Building on the previous editions, Hilary Bradbury has carefully developed this edition to ensure it follows in their footsteps by mapping the current state of the discipline, as well as looking to the future of the field and exploring the issues at the cutting edge of the action research paradigm today.
This article explores the characteristics of systemic action research. It looks at the conceptual underpinnings of systemic action research and explores some of the ways in which it differs from (builds on) other forms of action research. It then explores some of the issues and dilemmas faced by systemic action researchers.
The Participate initiative involves 18 organisations, who work with diverse marginalised people in over 30 countries, coming together to make their voices count on development policy. This anthology is an account of the activities carried out by the Participatory Research Group (PRG) within the Participate initiative between 2012 and 2014, and also a reflection on the methods and processes created and utilised during that time. It aims to share the insights and lessons learnt to help promote thought and discussion about how to use participatory approaches to influence policy at a variety of levels. These experiences include: applying, adapting and innovating participatory methods to promote the voices of participants in all stages of the research process; creating opportunities and spaces for including the perspectives articulated through the research where possible in the policymaking processes; and embedding participatory approaches in local-to global policymaking processes.
This paper explores how outcome measurement is understood in several SDC local governance programmes, reviewed in a HELVETAS Learning Project. This critical review assesses the extent to which power issues are recognised, understood and tracked within such programmes and suggests ways to enhance this. This includes being clear about what power and empowerment mean in a particular context, how the way power is implicitly understood in local government programmes can lead to a focus only the more formal and visible dimensions of power, and how the complexity of power means that a more clearly articulated and power-aware theory of change underpinning the intervention is needed.