Research strategies that emphasise participation have evolved from several sources. Models of development theory and practice that evolved in the 70's and 80's required new research techniques capable of gaining understanding of social complexity in rapidly changing and uncertain environments. These new methods drew upon features of applied anthropology and ethnographic research, to understand and validate different perceptions of reality, and the benefits of unhurried participant observation. Other origins include Freireian inspired action-research approaches that emphasise empowerment of poor people to take action, and use experiential learning to challenge theory and practice. The principle of local people's participation in research also owes much to farming systems research, which seeks to understand farmers' own decision making processes, especially in complex and risk prone farming environments. Many of the visual analysis techniques applied in participatory research today, stem from agroecosystem analysis which uses informal mapping and diagramming, ranking and scoring methods to explore patterns of time, space, flows, relationships and decisions affecting livelihood systems.
Some of the most influential methodological approaches developed since the late 1970's include RRA, PRA and PLA:
- RRA: Rapid rural appraisal: flexible progressive learning, multi-disciplinary research teams, community participation, outsiders gain information from rural people in a timely and cost effective manner
- PRA: Participatory rural appraisal: shift from extractive mode to empowering and facilitating active local participation in planning activities
- PLA: Participatory learning and action: more emphasis on mutual learning, attitudes and behaviour of researchers, and taking action on the outcomes
The term participatory research thus refers to both a set of methods and a methodological approach, which in turn is influenced by the attitudes, training and political orientation of researchers. Core features of participatory research include the following:
- concern with relations of power: emphasis on the perspectives of poor and disadvantaged people and offsetting biases in dominant or outside paradigms
- analysis by local people: researchers facilitate local analysis in order to learn with and from them. This requires analysing the process of discussions and interviews as well as the data these produce. Learning takes place face to face and on the spot.
- continuous analysis and progressive, systematic learning: the process of inquiry is cumulative. Favours use of open questions and semi-structured interviews rather than pre-set questionnaires. Joint analysis takes place in several phases and these are context specific.
- seeking multiple perspectives: recognises complexity and looks for diversity of individual and group perceptions to understand contradictions and differences. This can involve purposive sampling rather than statistical sampling for participants.
- triangulation: cross checking by using different methods, disciplinary perspectives, sources of information, and entities sampled.
- visual medium: forms of diagramming that are visual and open to groups can encourage participation of marginalised people; by making the process open to those who do not read, are not used to verbal communication or do not share languages, diagramming can have an equalising effect, although maps and diagrams often have to be localised in order to be easily understood. Visual techniques include mapping, time lines, seasonal analysis, matrix ranking and scoring.
- context specific: researchers are encouraged to use methods flexibly, to innovate and improvise with conscious exploration in different circumstances. No research process is ever the same so there is no blueprint for researchers. The adaptability of methods and possibilities for different sequencing according to local conditions encourages greater sense of ownership.
- leading to change: the process of inquiry embodies a strong capacity building element for local participants, research team and other stakeholders. Dialogue and joint analysis help to define changes and motivate people to act. Depending on commitment of participants and stakeholders, action can include further capacity strengthening for implementation of desired changes, or for increased participation in advocacy, decision making and policy development.
Click here for strengths and weaknesses of participatory approaches.
Click here for on-line links to guides for methods specific to participatory research - ranking, mapping, Venn diagrams, trend analysis (seasonal calendars, daily activity diagrams).
Next page: Additional strengths and weaknesses of participatory approaches