Using Participatory Action Research Methodologies for Engaging and Researching with Religious Minorities in Contexts of Intersecting Inequalities
In 2020, WSSCC’s India Support Unit (now UNOPS) piloted a new participatory approach called Community Leave No One Behind (CLNOB) to support the Swachh Bharat Mission Grameen (SBM-G) Phase II. This Sanitation Learning Hub learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach.
The pilot took place in five districts in India (Mirzapur in Uttar Pradesh, Ranchi in Jharkhand, Kamrup in Assam, South 24 Paragnas in West Bengal and Purnea in Bihar). A Prerak (facilitator) was appointed in each district to support this process and work within villages at community level. The Sanitation Learning Hub supported an accompanying learning component of the pilot, facilitating learning sessions between the preraks and the development of a Handbook based on the experience.
This learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach. The CLNOB Handbook, a handbook on Community Leave No One Behind, accompanies this Learning Brief. CLNOB was designed to ensure a participatory method to enable sustained access to safely managed sanitation facilities for people who have been ‘left behind’ or left out of the first phase of India’s national sanitation campaign.
In this episode of Between the Lines, IDS Director of Research, Peter Taylor interviews IDS Research Fellows; Danny Burns and Jo Howard, and Sonia M. Ospina, Professor of Public Management and Policy at the NYU Wagner Graduate School of Public Service who edited the recently published: SAGE Handbook of Participatory Research and Inquiry.
The Handbook presents contemporary, cutting-edge approaches to participatory research and inquiry with contributions from 137 authors in 71 chapters. It has been designed for the community of researchers, professionals and activists engaged in interventions and action for social transformation.
It offers an overview of different influences on participatory research, explores in detail how to address critical issues and design effective participatory research processes, and provides detailed accounts of how to use a wide range of participatory research methods.
Community-Leave No One Behind (CLNOB) is a new participatory approach to identify both challenges and solutions in communities’ journeys towards ODF-S.
It has been designed to be integrated into Phase II of the Swachh Bharat Mission-Grameen (SBM-G). The government of India has issued the guidelines for Phase II of SBM-G, of which one of the guiding principles is ensuring that no one is left behind. CLNOB demonstrates a way to achieve this goal. It encourages communities to identify gaps in sanitation coverage and use and promote actions they can take themselves.
CLNOB builds on experiences with Community Led Total Sanitation (CLTS) and with the Swachh Bharat Mission-Gramin (SBM-G)’s ‘Community Approaches to Sanitation (CAS)’. These approaches have helped communities towards achieving open defecation free (ODF) environments; however, it has been acknowledged that ODF status has deficiencies.
The purposes of this handbook are two-fold: first to inform policymakers and stakeholders at all levels about this new initiative, and second to provide guidance to facilitators and practitioners for CLNOB implementation. This handbook is a living document and will be updated and refined after more field experiences are conducted. It is based on limited experience from a small pilot carried out between June and October 2020 during the challenging environment of the COVID-19 pandemic.
For Annexes on suggested talking points, a sustainability register, case studies and information on informed consent and data protection, click here to download (PDF).
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 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.
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.
Tackling extreme poverty and marginalisation alongside rising and intersecting inequalities must be a priority for the post-2015 agenda. As country representatives at the United Nations undertake the difficult task of agreeing the next steps towards a final framework, a focus on the three key areas including improving livelihoods and pro-poor infrastructure development; increasing opportunities for participation and citizen action and tackling discriminatory social norms is critical if the final targets are to be transformative for the poorest and most marginalised people. This Policy Briefing examines these focus areas and provides some policy recommendations.
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 report came out of the learning and inspiration event held in Dar Es Salaam, Tanzania from 26th - 28th May 2014, which was part of the Making All Voices Count programme. It is for participants and others with an interest in technology for transparency and accountability
As change accelerates, development professionals fine themselves more than ever explorers of an unknown and unknowable future. This brings opportunities, excitement and surprises, and demands continuous critical reflection and learning. In the opening part of this book, Robert Chambers reviews his own life, including his early career, participation in the World Bank’s Voice of the Poor project and research and engagement in South Asia on canal irrigation. These experiences led him to examine personal biases and predispositions, and to recognize the pervasive significance of power in forming and framing knowledge.
The book then reflects on a journey of learning, and encourages readers to learn from observation, curiosity, critical feedback, plan and fun. Participatory workshops have been the source of much enjoyable exploration and have evolved in unexpected directions. Participatory rural appraisal (PRA) and community-led total sanitation (CLTS) are two movements that have benefitted from sharing practices and innovations through participatory workshops. Experience-based practical tips for facilitating such workshop are presented – 21 for learning, for managing large groups and for co-generating knowledge to influence policy and practice. Finally, the author argues that the new dual realities – virtual and physical – are getting out of balance, and encourages readers to enjoy exploring through experiential learning in the physical and social world.
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.