This report is based on the findings of a UK project designed to support civil society to analyse power and, as a result, take action for social change. It describes how strategies for change can be stregthened when organisations and their communities have a better understanding of their own power and what they can achieve.
Collaborative/cooperative inquiry (CI) is both a method for engaging in new pardigm human inquiry and a strategy for facilitating adult learning. Adult educators who use CI institutional settings must be aware of potential corrupting influences. The authors alert educators to three factors interjected by institutional affiliation that challenge the integrity of the CI process: financial support, power inequities and reporting requirements. These factors are examined in three different contexts: inquiries used for dissertation research, inquiries in the workplace conducted for proessional development, and multiple inquiry projects sponsored by an instituion to serve its mission.
Action research provides an alternative approach to bringing about changes in knowledge, policy and practice. But to be effective and inclusive, taking into account complex dynamics of power and participation, action research requires capable facilitators with particular skills – such as the ability to give attention to personal and collective processes of reflection and action. This article explores the challenges of learning to do this kind of action research that are faced by practitioners and activists working for social change in diverse contexts around the world. It reviews these challenges, offering insights and lessons from an innovative master’s degree programme called the MA in Participation, Power and Social Change, which uses action research and reflective practice as the basis of its approach to learning.
Yoland Wadsworth’s proposition is that the act of inquiry is the way by which every living organism and all collective human life goes about continuously learning, improving and changing. This book explores this approach, a basic theory of human understanding and action. By delving into the cyclical processes of acting, observing, questioning, feeling, reflecting, thinking, planning and acting again, the author identifies how new life might be brought to what we do, both professionally and personally. She also emphasises that the evaluative process needs to drive progress towards social justice and human betterment.
Facilitating “Hands-on” Training Workshops for Community-Led Total Sanitation: A Trainer’s Training Guide
This publication responds to the demand for guidance on how to conduct training of community-led total sanitation (CLTS) facilitators. The fast spread of CLTS to now over 40 countries means that the demand for good facilitators and trainers of facilitators currently outstrips supply. As CLTS requires a special kind of facilitation, it also calls for a different type of training of facilitators. Training always has to be hands-on, in real time, through triggering in communities and lead to emergence of open defecation free (ODF) villages.
The guide includes much useful information on how to organise and conduct CLTS training of facilitators, as well as how to follow-up, and thereby hopes to spread good practice. It is intended for immediate use by trainers around the world. It will also be helpful for those who manage and supervise trainers and facilitators in terms of giving them insight into the different ways CLTS facilitation and training work, allowing them to appreciate the flexibility, specific support needs and special ways of working that CLTS entails.
The Trainers’ Guide encourages trainers to innovate as appropriate and to add to the core principles and practices outlined in this manual.
This Practice Paper aims to contribute to ongoing reflections and debates taking place among aid practitioners about if, and how, big international NGOs (BINGOs) can be more effective agents of ‘progressive social change'.
It summarises a series of conversations that took place among seven members of the Institute of Development Studies Participation Power and Social Change team and staff from eight BINGOs between July 2008 and March 2009. During the conversations, participants considered how internal and external factors influence the potential of BINGOs to contribute to shifts in power relations; greater realisation of rights; and enhanced economic, political and social justice for poor and vulnerable people.
All of this was encapsulated in the term 'progressive social change'. At the end of the process, participants agreed that there is considerable scope for many BINGOs to pursue a more progressive agenda. They recommended that similar conversations need to continue and branch out, both in topical range and in participants in order to stimulate the kind of reflection and organisational learning required to do so.
This paper includes accounts of discussions, case studies shared by participants, inputs from academic critiques of BINGOs and practical tools to feed into such deliberations. It explores the types of changes that BINGOs are trying to achieve, the approaches they use - their models of change, and challenges and tensions commonly perceived to prevent BINGOs pursuing more radical social change agendas.
Provocative questions are raised as a means to help practitioners identify changes that their organisations need to make in order to more actively pursue social, economic and political justice. In some instances inspiring examples from BINGO participants suggest means to do so. References to organisational theory, meeting discussions and BINGO case studies are used to interrogate assumptions about how large complex organisations behave and to identify lessons that may be used to inform efforts to transform BINGOs into more effective agents of progressive social change.