With this pioneering book introducing participatory approaches in rural development, the author challenges preconceptions dominating rural development at the time. The central theme of the book is that rural poverty is often unseen or misperceived by outsiders, those who are not themselves rural and poor. The author contends that researchers, scientists, administrators and fieldworkers rarely appreciate the richness and validity of rural peopleÆs knowledge, or the hidden nature of rural poverty. He argues for a new professionalism, with fundamental reversals in outsidersÆ learning, values and behavior, and proposes more realistic action for tackling rural poverty. The book is divided into eight chapters focusing on rural poverty unperceived (i.e. as perceived by outsiders); two cultures of outsiders, negative academics vs. positive practitioners; how outsiders learn; power structures and knowledge; integrated rural poverty including deprivation, vulnerability and powerlessness; making priorities for action; reversals in professional values and bridging gaps between disciplines, professions and departments; and recommendations and discussion of practical actions.
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.
Participatory action research is presented as a social research method and process and as a goal that social research should always strive to achieve. This paper describes the key features and strengths of participatory action research, and briefly analyses its role in promoting social change through organisational learning in three very different kinds of organisations. It is argued that participatory action research is always an emergent process that can often be intensified and that works effectively to link participation, social action and knowledge generation.
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.
Knowledge from the Margins: An Anthology from a Global Network on Participatory Practice and Policy Influence
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 article makes a case for using participatory communication in research. It introduces participatory communication as a citizen-led approach to both creating and expressing knowledge: within research this means that researchers are not simply responsible for generating information and communicating about it, neither are they acting alone. From this perspective the emphasis of participatory communication is on communicating rather than extracting or delivering information. Participatory methods can communicate research findings in new ways and add depth and meaning to articulations of knowledge. This knowledge can easily get ‘lost in translation’ when findings are synthesised or communicated through conventional research outputs alone.
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.
Close relationships between researchers and participants engaged in a feminst participatory action research project have brought joy and insight, but also challenges. Through the project the authors collaborate to enhance participants' careers and, among some, develop feminst consciousness. This paper discusses methodological and ethical issues that derive from the closeness of the relationships between many of the participants and the authors themelves. Subjectivities are explored, the issues associated with interpreting participants' stories, actions and conversations, the risk of perpetuating uncritical assimilation or colonisation for Maori participants, and the challenge of matching practice with ideals of emancipation for all women.
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.