Guijt, I.

Este ßrticulo analiza el concepto de "participaci¾n" como reto metodol¾gico a las corrientes mßs convencionales de la investigaci¾n y extensi¾n agrÝcolas. Los autores primero hacen una distincci¾n semßntica entre "metodologÝa" como enfoque general y "mÚtodo" como instrumento particular. Si la participaci¾n es un reto real a las corrientes existentes, implica un cambio metodol¾gico, y no s¾lo la adopci¾n de nuevos mÚtodos.

This assessment of the current state of PRA opens with a discussion on the development of RRA and PRA from the 1970s. The key principles are highlighted in box 1, with emphasis in the text on facilitation, sharing and behaviour and attitudes. The differences between RRA an PRA are primarily ones of purpose, for example RRA is a way for outsiders to learn, while PRA refers to a process which empowers local people. PRA is spreading fast, and there is great potential and a huge number of opportunities.

A brief but useful note on how to do wealth ranking using cards. Wealth ranking is a method which illustrates relative wealth in an area - and thus may provide information for analysing the impact of development interventions in certain areas. The paper describes in detail the method, considering the preparation of the cards, explanations to the informant, card sorting and follow-up discussions.

A set of papers presented at a seminar on wealth and well-being ranking. Comments and questions during the workshop included discussion on whether wealth and well-being ranking would be appropriate, definitions of wealth ranking and exercising sensitivity when doing wealth ranking. A point made here is that no-one likes to talk about the money that they are earning, and therefore it is potentially very intrusive to ask questions about money.

This brief overview of a workshop on PRA and Gender held at IDS begins with the "unfortunate and astonishing" observation that "PRA so rarely incorporates a thorough gender-differentiated analysis".

Four key issues were addressed at a workshop on PRA and Gender held at Institute of Development Studies, Sussex: 1. Working with conflict. 2. Does the "input of consultation with women as well as men" in itself guarantee empowerment? 3. Ethics of addressing gender through participatory approaches (ie use of PRA methods rather than following through the whole process). 4. PRA with gender or Gender with PRA? Each of these issues is summarised, in terms of practical, analytical and institutional implications.

PRA is not "automatically gender sensitive" - there is a need to raise gender awareness first before PRA tools can be used to explore different perceptions and it is not enough simply to say that gender is important. A PRA and Gender training programme that took place in Brazil had three preparatory steps : defining gender, "formulating key questions in terms of gender-differentiated perspectives" and deciding which PRA methods would be most appropriate. During the fieldwork, problems were discussed in terms of gender - who and how issues had been raised.

This collection of PRA activities used for gender analysis consists of examples of maps, diagrams and calendars drawn by women and men from a variety of countries. A knowledge of PRA techniques is needed as there is little written explanation with the illustrations.

This is a comprehensive report of a field based training programme which includes three village studies. The first section is a reflection on the training process which details the background to the training, programme, evaluation and follow up. The evaluation is treated in detail, with individual inputs from participants and facilitators. It summarises the lessons learnt which include several of the methodological problems encountered - both in terms of the tools and the behaviour of the facilitators (manipulation, ownership of symbols etc).

Redd Barna Uganda is a non-governmental development organization which focuses on child-centred community development. It is looking to Participatory Rural Appraisal to achieve more participatory planning. This report describes a ten-day PRA training workshop which was organised by Redd Barna and the International Institute for Environment and Development (IIED) for Redd Barna staff and trainees in March 1994. A detailed account is given of the classroom-based preparations.