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This master thesis argues that in popular education in latin america there lies an approach to development work in which outsiders could have a real and useful role as catalysts of empowering processes that would correspond to the true needs and aspirations of the poor. The paper looks at education and development and the role of the outsider as an educator. Looking at the impact of outside popular educators in a Mexican Indian village, the paper illustrates contradictions inherent in their role as facilitators of empowerment.
Using focus group discussions and key informant interviews this study examines the Ministry of Foreign Affairs and Trade (MFAT) and practitioners' understanding of participatory development and the way in which it is implemented. The researcch reveals that often the implementation of participation is limited to simply 'involving' local people at various stages in a project. Constraints limiting participation at the empowerment end of the continuum are identified and recommendations made.
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After four years of implementing REFLECT in Uganda, this article examines some of the issues REFLECT participants have discussed including, children's education and the giving of food to relatives and friends after a good harvest. The impacts the approach has had are briefly outlined.
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An overview of the life and work of Paulo Freire. Some of the key concepts he developed that are significant to both PRA and REFLECT are outlined.
Guide to participatory research that provides information regarding strategies, methods and resources used by practicing participatory researchers to mobilise communities around gathering and producing popular knowledge. The report begins with a presentation of case studies from around the USA of various participatory research projects.
Following this are do's, don'ts and maybe's regarding amongst other issues, power relations, building community and group alliances and diversity, getting information out, starting and sustaining groups and dealing with conflict and funding.
This paper analyses the environmental assessment of the Businda Sub-village, as part of the Shinyanga Region, Tanzania Participatory Poverty Assessment. The author argues that the perceptions of the researchers involved in the research came to prevail over those of the community and examines the reasons for this.