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Participatory action research into donor-recipient relations: a case study

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Authors: 
Rosalind Eyben; Rosario León; Naomi Hossain
2007

Abstract

This article describes the exploratory and preparatory phase of a research project designed to use co-operative enquiry as a method for transformative and participatory action research into relations between donors and recipients in two developing countries, Bolivia and Bangladesh. It describes the origins of the idea, the conceptual challenges that the authors faced in seeking funding, and what they learned from this first phase. The authors analyse why the researchers, as well as the potential subjects of the research, were uncomfortable with the proposed methodology, including the challenges arising from their own positions and the highly sensitive nature of the topic. They explain why they decided to abandon the project, and they reach some tentative conclusions concerning the options for participatory action learning and research in development practice.

Using Immersive Research to Understand Rural Sanitation: Lessons from the Swachh Bharat Mission in India

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Authors: 
Mary Abraham
2018

Abstract

This paper focuses on an Immersive Research Approach designed by Praxis, the Sanitation Learning Hub at IDS and WaterAid whereby researchers lived in villages in recently declared open defecation free districts, to gain an in-depth understanding of ground realities and community perspectives of the Swachh Bharat Mission-Gramin.

The study shed light on key aspects and dynamics influencing local ownership, behaviour change and construction quality, and also revealed multifaceted exclusion processes. The immersive approach helped build trust with villagers and allowed a unique insight into the SBM in its ‘real life’ context, necessary to explore hidden dynamics and diverse perspectives, and understand the complexities involved.

Despite some practical challenges, undertaking immersive studies and experiences would be beneficial for improving the Swachh Bharat Mission and other sanitation programmes. The approach could be adopted pragmatically, but always respecting some basic principles and ethical behaviour.

UNICEF Field Notes on Community Approaches to Total Sanitation: Learning from Five Country Programmes

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Authors: 
UNICEF
2017

Abstract

Developed primarily for UNICEF staff and its partners, these field notes can be used to learn about specific aspects of Community Approaches to Total Sanitation (CATS) programmes in different contexts. For example, learning on CATS monitoring was captured in the Zambia and Mali cases, while the Philippines and Nepal have good experiences on strengthening sub-national governance for sanitation.

The Haiti and Mali cases meanwhile capture lessons on improving and maintaining CATS effectiveness (defined as the number of communities ‘triggered’ that went on to become open defecation free [ODF]). The issue of what happens beyond ODF certification is addressed in Mali and in the Philippines.

In addition, application of components of Social Norms Theory to strengthen CATS programming was also captured in some of the cases – notably in Nepal and Zambia. Experiences on implementing CATS after humanitarian crises can be learnt from the Philippines and Haiti. With regards to equity, Mali has experience in working to leave no community behind, while Nepal has developed a programme that resulted in mobilising support for the most vulnerable households.

Community Leave No One Behind: Lessons from a Pilot

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Authors: 
Anupma Verma; J.P Shukla; Ruhil Iyer
2021

Abstract

In 2020, WSSCC’s India Support Unit (now UNOPS) piloted a new participatory approach called Community Leave No One Behind (CLNOB) to support the Swachh Bharat Mission Grameen (SBM-G) Phase II. This Sanitation Learning Hub learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach.

The pilot took place in five districts in India (Mirzapur in Uttar Pradesh, Ranchi in Jharkhand, Kamrup in Assam, South 24 Paragnas in West Bengal and Purnea in Bihar). A Prerak (facilitator) was appointed in each district to support this process and work within villages at community level. The Sanitation Learning Hub supported an accompanying learning component of the pilot, facilitating learning sessions between the preraks and the development of a Handbook based on the experience.

This learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach. The CLNOB Handbook, a handbook on Community Leave No One Behind, accompanies this Learning Brief. CLNOB was designed to ensure a participatory method to enable sustained access to safely managed sanitation facilities for people who have been ‘left behind’ or left out of the first phase of India’s national sanitation campaign.

 

 

Vulnerability and Poverty During Covid-19: Religious Minorities in India

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Authors: 
Jo Howard
2021

Abstract

The Covid-19 pandemic has had direct and indirect effects on religiously marginalised groups, exacerbating existing inequities and undermining the ambitions of Sustainable Development Goals (SDGs) to reach (and include) those ‘furthest behind’. Religious inequalities intersect with other inequalities to compound vulnerabilities, particularly the convergence of low socioeconomic status, gender inequality, and location-specific discrimination and insecurity, to shape how people are experiencing the pandemic.

This policy briefing, written by Dr Joanna Howard (IDS) and a co-author (who must remain anonymous for reasons of personal security), draws on research with religious minorities living in urban slums in Tamil Nadu and Karnataka states in India. Findings show that religiously motivated discrimination reduced their access to employment and statutory services during the pandemic. Harassment and violence experienced by Muslims worsened; and loss of livelihoods, distress, and despair were also acutely experienced by dalit Hindus. Government response and protection towards lower caste and religious minorities has been insufficient.

Vulnerability and Poverty During Covid-19: Religious Minorities in Nigeria

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Authors: 
Jo Howard
Oluwafunmilayo Para-Mallam
Plangsat Bitrus and Philip Hayab
2021

Abstract

The Covid-19 pandemic has had direct and indirect effects on religiously marginalised groups, exacerbating existing inequities and undermining ambitions for those ‘furthest behind’ to be reached and supported through the Sustainable Development Goals (SDGs). The intersection of religious identity, socioeconomic status, geographic location, gender, and age compound vulnerability to violence and its impacts.
 
This policy briefing, written by Dr Joanna Howard, Professor Oluwafunmilayo Para-Mallam, Dr Plangsat Bitrus Dayil, and Dr Philip Hayab, draws on research into the experiences of the pandemic by religious minorities living in Kaduna and Plateau states in Nigeria and finds that the pandemic deepened pre-existing ethno-religious fault lines. Exacerbated by ongoing insecurity, it contributed to increased poverty, with women particularly affected, and worsening mental health, with people experiencing fear, frustration, and depression. There are also long-term consequences for development; for example, on children’s education.
 
 

Emerging Practice for the Engagement of Men and Boys in WASH

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Authors: 
Godfrey Bongomin et al.
2022

Abstract

This document accompanies Frontiers of Sanitation: Engaging men for gender transformative WASH, Part 2, which explores the extent to which engaging men and boys in WASH processes is leading to transformative change in gender roles, attitudes, and sustainable change in reducing gender inequalities across households, communities, organisations, and policy.

Practical examples are presented here from:

  • Timor-Leste
  • Papua New Guinea (PNG)
  • Solomon Islands
  • Bangladesh
  • India
  • Indonesia
  • Vanuatu
  • Nepal

Each of these examples, all of which are from projects funded by the Australian Government’s Water for Women Fund, describe interventions that employed different gender-transformative approaches to engage with and reach men and boys. They also describe the projects’ successes and challenges.