Time to Listen: hearing people on the receiving end of international aid
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This article is the result of a review of the impact and effectiveness of Transparency and Accountability Initiatives (TAIs). These TAIs have taken democratisation, governance, aid and development circles by storm since the turn of the century – and many people are keen to better understand what they are achieving. The review was based on the extensive gathering and analysis of both literature and documentation, and provided conclusions and recommendations for improvements. This article, as well as giving a background to social accountability and TAIs, summarises both what, and how methodologically, we know about their effectiveness and impact. It also pinpoints the factors that determine impact and concludes with a look at gaps in current knowledge and practice and recommendations for addressing these.
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Listen deeply. Tell stories. This is the mantra of the Center for Digital Storytelling (CDS) in California, USA who have recently updated this popular guide. Detailing the history and methods of digital storytelling practice, it uses the “7 Steps” approach to encompass everything from seeing the story to assembling and sharing it. This new edition also includes explorations of the applications of digital storytelling as well as updated appendices that provide resources for storytellers. More information is available at the CDS website.
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This handbook provides a guide to understanding and using reflective and experiential learning – whether it be for personal or professional development, or as a tool for learning. It both places reflective and experiential learning within an overall theoretical framework, and provides practical ideas for applying the models of learning as well as offering tools, ideas and resources that can be incorporated into classroom practice.
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This book provides a comprehensive framework for evaluating communication for development (C4D). This framework combines the latest thinking from a number of fields in new ways. It critiques dominant instrumental, accountability-based approaches to development and evaluation and offers an alternative holistic, participatory, mixed methods approach based on systems and complexity thinking and other key concepts. Maintaining a focus on power, gender and other differences and social norms, this is a framework designed to focus on achieving sustainable social change as well as continually improve and develop C4D initiatives. This is supported by examples and case studies from action research and evaluation capacity development projects undertaken by the authors over the past 15 years.
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This book is about people and the processes needed to facilitate sharing of knowledge in order to achieve sustainable developmental change. It underlines that development communication is based on dialogue, which is necessary to promote people’s participation. It follows a two-way model and increasingly makes use of many-to-may forms of communication to facilitate the understanding of people’s perceptions, priorities and knowledge with its use of a number of tools, techniques, media and methods. It aims to give voice to those most affected by the development issue(s) at stake, allowing them to participate directly in defining and implementing solutions. Based on the assumption that authentic participation directly addresses power and its distribution in society, which often decreases the advantage of certain elite groups, the authors argue that structural and sustainable change necessitates the redistribution of power.
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Development communication is about intervening in a systematic or strategic manner with either media or education in order to promote positive social change. In this book media scholars explore the details of communication in areas where modernization has failed to deliver change. They also introduce the history of development communication, major theories and approaches, the role of NGOs and foundations, feminism digital-divide and the paradigm shift currently underway. The reframing stresses the power of grass-roots movements and “bottom-up” approaches that challenge the status quo and “top-down” focus of previous approaches.
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Disability continues to remain at the core of underdevelopment, and yet has failed to attract due space in mainstream development processes despite the paradigm shift in conceptualizing disability from the bio-physical medical model to a social model with work premised in a rights-based approach. Recognizing the need for mainstreaming disability within development by building wider alliances within the development sector, a participatory action research (PAR) project was initiated in Gujarat, India. Using self-reflexivity, the article examines the experiences of participatory approaches from a disability perspective. It discusses the potential of participatory approaches in: revealing a community’s own and distinctive definitions/conceptions of disability, invisibility of persons with disabilities at the village level, unequal access to essential services and creating an educational space, both for persons with disabilities and others. It further outlines the limitations in failing: to ‘accommodate’ persons with disabilities owing to methodological inadequacies in field level exercises and in providing space for persons with disabilities to resist domination, themselves. The article identifies the re-emphasising of the researcher-subject power differential in participatory approaches from a disability perspective and calls for research strategies which are emancipatory for persons with disabilities.
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The main focus of this report is to understand how positive change can happen from the perspectives of people living in greatest poverty and marginalisation and what can be done to promote this change. It is based on findings from participatory research, conducted by the Participate Participatory Research Group (PRG), that was undertaken by grassroots organisations, activists and citizens in 29 countries across the world. The views, stories, and experiences of the participants were collected and shared through diverse mediums including participatory film-making, digital storytelling, public forums, public theatre and art.
The report highlights how the poorest and most marginalised communities' experience of poverty is multidimensional, often characterised by low incomes, insecure livelihoods, limited or no assets, harsh living environments, violence and environmental degradation. These factors combine with multiple and interconnected inequalities, and close down the opportunities that people have to change their situation themselves. Most of all this research showed the depth of insight and intelligence of people who face extremely difficult circumstances and is a call to pay attention to what this ability offers to those who seek to promote development.
The report's authors argue that development should focus on the very poorest and work with them to make the decisions that matter most in their lives. The research shows that development interventions are targeted at those who are easiest to reach. They are often based on strong assumptions about the experiences of the poorest, rather than a real understanding of how they experience poverty and inequality. The results of this research will contribute ongoing international discussions about a new set of poverty reduction and environmental sustainability targets to replace the current Millennium Development Goals (MDGs) in 2015.
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Handwashing is a vital part of good sanitation and hygiene. When Community-Led Total Sanitation (CLTS) and its aim of ODF (open defecation free) communities are fully understood and put into practice it is clear that handwashing is implicit in the approach. Without addressing handwashing and other hygiene practices, communities can never become fully ODF since CLTS aims to cut all faecal-oral contamination routes. However, in practice, the degree to which handwashing is integrated into triggering and follow up, depends on the quality of facilitation. This guide, developed in Malawi, addresses the need for specific tools that help to incorporate handwashing into CLTS.