Knowledge Democracy and Participatory Research

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Welcome to the Knowledge Democracy and Participatory Research Community. This community serves as a comprehensive repository of resources on participatory approaches, community-based research, and collaborative inquiry methods. Our mission is to foster knowledge sharing and support initiatives that empower communities to contribute to research, ensuring their voices shape the knowledge that impacts their lives.

Explore a wealth of materials, including case studies, policy papers, training guides, and research publications that highlight the practice and principles of participatory research worldwide.

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Author: search.filters.author.Acharya, Binoy

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    Participatory Training for Promotion of Social Development
    (0000) Acharya, Binoy; Verma, Shalini
    During the last one decade or so, "training" has become a common activity in all development projects. But it needs to be recognized that the "most extensive and far reaching learning has proceeded with no trainers at all or with the trainers involved marginally and from a distance." If learning can happen without training, why is so much energy being put into training in general and participatory training in particular? Before we address this question, perhaps it is most appropriate to state that during the last decade, training has become reduced to pre-planned technique-happy mass of simulations and role plays without any contribution to critical thinking and generation of understanding and awareness. In certain development circles, the practitioners opt for doses of trainings if a programme is not doing well. There are great expectations from training "as if knowledge and action are related".
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    Participatory Training and Self Development
    (0000) Acharya, Binoy; Verma, Shalini
    Over the last decade or so, training' has become a common activity in development projects. This enthusiasm to train or to build capacities at different levels and amongst different sectors of our society tends to overwrite the fact that the most extensive and far reaching learning has proceeded with no trainers at all or with the trainers involved marginally and from a distance. If learning can take place without training, why is so much energy being put into training in general and participatory training in particular? Before we address this question, perhaps it is appropriate to state that during the last decade, training has become reduced to a pre-planned technique-happy mass of simulations and role plays without any contribution to critical thinking and generation of understanding and awareness. In certain development circles, practitioners opt for training if a programme is not doing well. There are great expectations from training as if knowledge and action are mechanically related.

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