Participatory Research & Practice

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Now showing 1 - 5 of 10
  • Publication
    Kinsey Dialogue Series #2: Participatory Research and Action: Flower, Weed, or Genetically Modified Monster?
    (Center for International Education, 2000-01-01) Kane, Eileen
    Over the last fifteen years I have been using participatory research in many areas, and especially to look at problems and opportunities for girls' education in developing countries. In this paper, I want to share some ideas about what I think needs to happen if participatory approaches are to grow and flourish in the future. The questions I am asking are, "what is participatory research? is it a sunflower, getting stronger as it pushes toward enlightenment? Is it kudzu, omnipresent and sometimes out of place? Is it a rootless creation, a carbuncle grafted on to the conventional trunk of research? or is it something else entirely?" More specifically, I am asking, "Can we examine the methods used in participatory research to get some insights into is nature, underlying assumptions and philosophy of inquiry? Can we share what we learn from this examination so that practitioners from a variety of culture around the world can challenge adapt or accept these assumptions?"
  • Publication
    Landscaping the Learning Environment to Create a Home for the Complex Mind
    (2001-01-01) Visser, Jan
    I am going to use the opportunity presented by the 2001 David Kinsey lecture to bring together some ideas expressed in m recent work and to reflect on my decades-long experience in creating the conditions for the development of learning in an international context. That experience, and my reflections on it, has led me to recognize that learning is an immensely more complex phenomenon than most of our current practice to promote and facilitate it would have us believe. Consequently, I have come to the conclusion that the complex human mind is poorly at home in much of the environment supposedly created to nurture it. Neglect of the essential conditions for its sustenance and growth has led the mind to lose its natural habitat, putting it at risk of becoming extinct. My emphasis will therefore be on what should be done to landscape the learning environment in such a way that the complex mind can find a home in it. I shall develop my ideas and raise questions about this issue, while calling attention to a number of key concepts.
  • Publication
    Kinsey Dialogue Series #4: Claiming Global Space: Global Grassroots Movements
    (Center for International Education, 2002-01-01) Batliwala, Srilatha
    The influence of transnational civil society organizations and networks - both civil and uncivil - in global politics and unprecedented. Among them, those dedicated to greater social and economic equity and equality, to human security, ecological sustainability, peace, inclusion, and tolerance, have played a particularly effective role in restructuring the norms that inform policy and regulatory frameworks for the world. Some scholarly analysts grant that they have in fact effectively restructured global politics in visible and lasting ways. For this very reason, perhaps, their legitimacy, accountability and constituency base is being challenged by states, multinational corporations, scholars, and leaders of the powerful global institutions they seek to influence or discipline. These challenges make it imperative that they democratize their own structures and the processes by which they generate their agendas. They also bring into the limelight the emerging set of transnational grassroots networks and movements that are contesting for space in global policy making. These newer entities can teach us a great deal about how to create more grounded, constituency-based, accountable global advocacy structures that embody the right to represent those for whom they speak.
  • Publication
    Doing Participatory Research: A Feminist Approach
    (1987) Maguire, Patricia
    Doing Participatory Research does not begin with a pretentious clarion call to action but with a personal narrative enclosing the sharp edge of her critique of male chauvinism in participatory research. As graduate students, we often see the inconsistencies in the theories and practices of the current generation of respected scholars and activists, but we rarely find the courage to own these criticisms fully. In Pat's case, she was astonished that the great "men" of participatory research could simply ignore women's voices while claiming universalist and humane values and liberationalist practices. She simply saw with a clear feminist eye that the participatory research, at that time, was just business as usual. Seeing this so clearly and weighing the implications of confronting so many established people in the field gave her the kind of bout of self-questioning that all committed graduate students experience at critical moments. But, characteristically, Pat forged ahead with her critique and forever changed the face of action research. She wrote a book that has given a generation of readers a model of afairer, more ethical, and expert form of social research. Her practice is theoretically informed, politically alert, personally coherent, and the issues she deals with are among the most difficult in our society: violence against women. Because of the way Pat elected to write this book, a new reader is not likely to realize the scope of Pat's project. At the time she wrote it, located and self-referential narratives were neither popular nor professionally acceptable. We were unaware of the notion of "voice" (other than the passive voice). So, without models to build on, she reformulated social science practice to match her feminist commitments and did so by linking feminism and action research into a single, though multi-faceted, practice wound into elements of personal narrative. She did this not by telling the reader how smart and how well read she is, though I have had the good luck to get to know her personally and to know that she is a consummate scholar. Instead, she tells a story, hooks the reader to her problem by giving an effective voice to her own concerns as a feminist scholar and her desire to be honest and decent to the collaborators in her project. And like all good stories, this one has a moral: no more male business as usual in the social sciences if we want to live up to our typically pretentious assertions that the social sciences, and particularly action research, are of value to society at large. Because she does not use the conventional apparatus of drums and trumpets at the beginning, massive literature reviews in the second chapter, and obscurantist jargonizing, the story simply imprints itself on the reader's consciousness and invokes a dialogue between her research/action practice and the reader's. This is wonderful pedagogy in action and its impact on so many readers is no accident. Feminist action research is not just conventional social research with some added dimensions; it is a rejection of business as usual and the adoption of new forms of narrative to convey its rejection of the past.
  • Publication
    "Dialogue is Not a Chaste Event." Comments by Paulo Freire on Issues in Participatory Research
    (1985) Jurmo, Paul
    This booklet offers a candid glimpse of Paulo Freire's thought in action as he reacts to specific issues raised in a field experience. The case is one of a nonformal education program in Africa that includes an attempt to encourage participation of villagers and lower level staff members in evaluating and planning the project. This effort runs into problems which in turn pose questions for the practitioner. How do you deal with a lack of interest in participation on the part of villagers or staff? What about the resistance of authorities to real participation and its implications? How ethical is it for outsiders to intervene in the affairs of others? As a project member describes the program setting adn poses such dilemmas which faced them, Freire responds to each one. His reflections typically start with conceptual or interpretive dimensions of the issue but then proceed to the practical level of "what to do?" The Paulo-Paul exchange, which is our concern here, was therefore both structured and open. We wanted to know not only what Freire had to say about some troubling issues, but also how he would go about advising the practitioner. So as the overall inquiry was a joint one, in this one-on-one exchange Freire in effect was given points to start from and come back to in his own way. In the process he touched upon a number of sub-topics: Meaning of dialogue and the act of knowing Indigenous ways of knowing Directiveness and manipulation Why those "at the top" resist dialogue Tactics in the context of strategy The educator as politician Motives for going to another culture Unlearning about another culture The need to listen Here, the presentation of the case and specific issues by Paul Jurmo are paraphrased and set in italics. Excerpts of the comments by Paulo Freire are basically the words and sequence of a transcript from a tape of the class session. Occasionally connecting words have been added to clarify the flow, and in this sense Freire's comments are also paraphrased. For those who are not familliar with the writings by Freire, or would be interested in selected publications related to Freire's thought, the bibliography included at the end of this booklet should prove useful.