Pretty, J.

This book is the outcome of a two week field-based workshop. The focus is on two villages in the proximity of Khartoum. Several PRA/RRA techniques were used: secondary data analysis; mapping; transects; seasonal calendars; preference ranking; matrix ranking; wealth ranking; venn diagrams and key informant interviews. RRA techniques offer an approach to understanding the complexity of tree management at regional, village, group and individual levels.

Considers the changes that are afoot with regard to learning, research and extension within agriculture in developing countries. Decentralization, participatory approaches and such methods are gradually becoming less marginalized, with the professional rewards of their adoption rising compared with the risks. For change to be rapid and sustainable requires the mutual reinforcement of participatory methods, new learning environments, and institutional support.

A comprehensive guide designed for both new and experienced trainers in training others in the use of participatory methods. (Also in Spanish see record no. 4059)

This guide for trainers emphasises facilitating the self-development of trainees to enhance their learning. Games and exercises are used to provide a mix of learning environments. This handbook gives details on how to conduct over 40 such exercises. Particular attention is given to training in semi-structured interviewing, participatory diagramming, and in ranking and scoring techniques. Other sections discuss the facilitator's role, games and exercises for strengthening groups, drama and role playing, and organisation of training workshops.

Games are group activities that involve learning plus acquisition of skills and competence, building of trust and co-operation, and fun. A game-centred appraoch to development is important because: (i) the reductionist foundation of scientific methods are inadequate for understanding complex livelihood systems; (ii) complexity must be understood explicitly; (iii) the subjectivity of all actors, including investigators, must be recognised. RRA techniques are appropriate to meeting these needs.

This paper addresses the common perception that the findings of a participatory inquiry may be undiscipled, subjective and unrepresentative. The participatory inquirer uses four criteria to establish the trustworthiness of their findings: credibility, transferability, dependability and conformability. The requirements and methods relating to each criterion are discussed in detail. These include prolonged and intense engagement, persistent/parallel observation, triangulation, peer debriefing, negative case analysis, participant checks, and confirmability audit.

See trip report itself.

The paper argues that a new paradigm for sustainable agriculture has emerged from a recognition of the limitations of dominant scientific methods and advances in other domains. New systems of learning and inquiry are needed. Participation and collaboration are essential to ensure public involvement and representation of multiple perspectives. It is noted that there are many types of participation, some of which threaten rather than support sustainable agriculture.

This is a readable guide to the use of diagrams in RRA and PRA. Chapter 1 discusses the value of diagrams, compares diagramming with other methods and cautions how diagrams may be misunderstood. Chapter 2 gives hints ('do's' and 'don'ts') on diagramming, rapid assessment of diagrams and on the logistics and practicalities of the process.

Semi-structured interviewing (SSI) is guided interviewing where only the topics are predetermined, and questions arise during the interview. Using a guide or checklist, the multidisciplinary team poses open-ended questions and probes topics as they arise. New avenues of questioning are pursued as the interview develops. This handbook introduces interviewing as a research method (ch.