Updated 11 June 2001 | |
Participatory Learning and ActionIn the pursuit of more sustainable forms of agriculture, participatory approaches for learning and action have been key. These have arisen from many sources, notably Participatory Rural Appraisal, Farmer Participatory Research, Rapid Rural Appraisal and Agroecosystem Analysis. These methodologies are well suited to complex situations where many groups and individuals have different interpretions of the problem. The guiding principle of these learning methodologies is that those whose livelihood strategies form the subject of research and development must be fully involved in the identification of problems and generation of potential solutions, if these are to be both appropriate and sustained. Both RRA and PRA have built on a wide range of disciplines, and many methods have developed, such as participatory mapping, matrices, wellbeing ranking and diagramming and visualisation activities. They have been combined in many sequnces and an amazing range of applications, and experiences arising from them have shown clearly that there are advantages to methods that are flexible rather than rigid, visual rather than verbal and based on group rather than individual analysis. However, the approach is more than simply a collection of innovative techniques. It is the behaviour and attitudes of external facilitators that are of primary importance. This means asking local people to help outsiders to learn, respecting them, being able to criticise oneself, having confidence in others and developing a relaxed approach emphasising flexibility and inventiveness. It is only with this relaxed report, open dialogue and mutual shring that the methods will be effective, helping to sustain and strengthen the participatory process of which they are a part. Whilst participation is seen as vital, many different interpretations of 'participation' are now in circulation, some hindering rather than supporting the sustainable development they are meant to achieve. What is needed is support for the development of new systems of learning, using participatory methods and criteria for trustworthiness. These have profound implications for professionals working in agricultural and rural development, who must now evolve new values, principles and methods for a whole new professionalism. Although such methodologies of community-based development are crucial in creating more democratic forms of rural development, they do not by themselves lead to more socially-inclusive and self-regenerating rural (and national) societies. For such sustainable patterns to occur requires a shift in economic, institutional, political and social relationships.
Participatory Methodology Series & Training MaterialsThis series provides a range of materials on the various aspects and applications of participatory learning and action methodologies for development. The series is aimed at trainers and practitioners alike. A Trainer's Guide for Participatory Learning and Action by Jules N Pretty, Irene Guijt, Ian Scoones and John Thompson, with illustrations by Regina Faul-Doyle 270 pages, Published by IIED, 1995, ISBN 1 899 825 002 This guide is designed for both experienced and new trainers who have an interest in training others in the use of participatory methods, whether they are researchers, practitioners, policy-makers, villagers or trainers. The guide:
How People Use Pictures: An Annotated Bibliography and Review for Development Workers by Sarah Murray Bradley 123 pages, Published by the British Council and IIED, 1995, ISBN: 1 899 825 05 3 Visual
literacy is a characteristic all human beings inherently possess. Yet
because of our cultural and social differences, we interpret visual symbols
and representations, such as drawings, pictures and artifacts, in different
ways. How and why people use visual images to represent complex ideas
and processes is the focus of How People Use Pictures. It is the first
comprehensive review of the literature on visual literacy in over a decade
and offers new insights into this complicated issue. Written for practitioners
interested in communicating with local people using pictures and visual
symbols and for researchers interested in gaining a deeper appreciation
of the `language of the visual', this book provides detailed annotations
of over 100 key references, as well as an extensive list of useful institutions
and visual resources.
Rapid Appraisal for Community Forestry: The RA Process and Rapid Diagnostic Tools by Donald A. Messerschmidt 136 pages, Published by IIED, 1995, ISBN: 1 899 825 10 X This is a book about rapid appraisal (RA) research for use in forestry development, and particularly with community or social forestry work. Community forestry has been most simply defined as the control and management of forest resources by local people. Written in the context of Nepal's innovative new approach to forestry development through community forestry, this book reflects the author's firm belief, based on years of practice, that rapid appraisal is one of the most useful methodologies for achieving the important goals of community forestry research and development. This guide is designed for forestry and natural resource professionals, researchers, trainers and academics worldwide.
Questions of Difference: PRA, Gender and Environment - A Trainers Pack by Irene Guijt Available in English, French and Portuguese How women and men use, manage and are affected by their natural environment is strongly influenced by their socially-determined roles and responsibilities. Participatory Rural Appraisal (PRA) can help development workers, together with local men and women, explore the links between gender and the environment, enabling more effective community work. Questions of Difference (QoD) provides a wealth of training ideas and audiovisual material for trainers. The QoD Video by Irene Guijt (coordinator) and Rossana Horsley (producer) PAL and NTSC versions; Available in English, French and Portuguese The Overview presents a summary of the key elements for using PRA to understand gender and environment. Structured as a series of short thematic segments ranging from 2-14 minutes, trainers can select sections to stimulate discussion for specific training objectives. The sections deal with People's Roles, Images and Realities, Key Questions, An Introduction to PRA, Thinking about Communication, PRA Methods for Analysis, Revealing Difference. The Case Studies show workshop participants using PRA methods to explore gender and environment issues in the field. Each case study takes place in a unique socio-cultural and environmental setting, allowing the trainer to choose the most appropriate context for specific training needs. The case studies (28 minutes each) can be used as fieldwork examples or for more extended class-based analysis, together with the handouts in the Trainer's Guide. The case studies consist of (1) Exploring Mangrove Use in Pakistan; (2) Exploring Drylands Use in Burkina Faso; (3) Exploring Biodiversity in Brazil Note: the video is currently the only component of the QoD pack available. If you would like to buy the video now, we will automatically send you details of the forthcoming Trainers Guide and Slide Set once they are available. For more specific information and enquiries about PLA please check the Methodology Series books list in the IIED Bookshop. |
||