This article describes the role of academics in participatory research (PR) and argues that doing research is not a goal in itself but only a means. The author argues that the three conventional PR approaches available to academics - the initiator, the consultant and the collaborator - seem unsatisfactory and fraught with tensions, which he traces to a misconception that PR is a research project. Once PR is seen as part of a larger community change project, of which research is only one piece, the researcher role becomes one of many. Other roles in PR that the article discusses are that of "animator", community organiser, popular educator and participatory researcher.
This paper reports on the learning experiences of anthropology students at the University of Sussex. Through an undergraduate research project, students of social anthropology used participatory methods to explore reflexively issues of learning. The objectives of the research were to increase communication between students and faculty and to raise awareness among students of the importance of their views and experiences in shaping their learning. A summary of the research process and some of the criticisms that were raised about the handling of the project is also provided.
This conference paper was written to introduce educational researchers attending the NETREED conference to some of the issues of using PRA as an approach to research. It assumes that readers are familiar with PRA. The paper was intended to complement the keynote speech made by Robert Chambers at the conference. It is structured as four main sections:
- PRA: an approach to education or an approach to researching education?
- Exploring PRA in the UK teaching and educational research context;
- Educational research and PRA in the South;
- Issues arising around the use of PRA in educational research.
The author concludes that on reflection, using the visual to communicate more openly and adopting a more participatory and moral approach to research and teaching can be a liberating and enjoyable experience for all involved.
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.
This Resource Guide is based on extensive work done in several African countries. It is intended to provide user-friendly ways to gather, manage and analyse information and data by applying participatory learning and action research, and to suggest ways to use this knowledge to develop strategies for integrated soil fertility management. It can best be seen as a toolkit. It includes a textbook (Part 1), a collection of cases that explore field experiences with participatory learning and action research (Part 2), a set of 'all-weather' Field Tools on laminated cards (Part 3), a CD-ROM including a software package to assist in analysing data (Part 4), and a manual with detailed versions of the Field Tools plus a user's guide to the software (Part 5).
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.