Gaventa, John

This paper explores literature related to the dynamics and methods of strengthening community-based participation in the context of programmes for democratic decentralisation. It specifically examines the merging of two distinct traditions of participation, social/project and political, and looks at the linking of development with the state, and a concept of governance that is accountable to civil society.

This paper focuses primarily on lessons from experiences in mainstreaming and up-scaling participation, which are relevant to the partnership and ownership principles of the World Bank's Comprehensive Development Framework (CDF). The paper explores its various themes in relation to the idea of participation as building ownership and partnership from the bottom up. Lessons learned from applying participatory appraisal methodologies, particularly in participatory poverty assessments, to help national-level policy makers design more appropriate anti-poverty policies, are examined.

This is a 'primer' designed to assist program officers in the Peace and Social Justice program of the Ford Foundation in preparing their Program Officer Memorandum. It focuses on developing indicators that can be used to track and improve the contribution of the work that the Ford Foundation is making in the area of social change. The paper proposes ways for the Foundation to address the impact of its work, track change over time, and develop a better understanding of what does and does not work in order to achieve its desired goals.

Paper examining how non-elites (the poor or those working closely with them) can influence policies on poverty and social exclusion.

This volume of the Gatekeeper series from the International Institute for Environment and Development (IIED) looks at the economic education efforts of Highlander Research and Education Centre (Tennessee, USA) in Appalachia and its role in promoting community development. It gives a background to social problems in Appalachia and describes the Highlander project. The project concentrated on three rural communities (Dungannon, Virginia; Jelico, Tennessee; and Ivanhoe, Virginia) and was oriented towards helping communities gain knowledge necessary for local development.