Bibliografías temáticas / Participatory action research

Literatura académica sobre el tema "Participatory action research"

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Publicado: 4 de junio de 2021
Última modificación: 9 de marzo de 2023

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Artículos de revistas sobre el tema "Participatory action research"

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Barbarino, Robert. "Vom Participatory Action Research lernen?" Berichte Geographie und Landeskunde 94, n.º 4 (2021): 335. http://dx.doi.org/10.25162/bgl-2021-0017.

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Bruyère, Susanne M. "Participatory Action Research". Journal of Vocational Rehabilitation 3, n.º 2 (1993): 62–68. http://dx.doi.org/10.3233/jvr-1993-3213.

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McGrath, Mary Ann y William Foote Whyte. "Participatory Action Research". Journal of Marketing Research 29, n.º 2 (mayo de 1992): 273. http://dx.doi.org/10.2307/3172578.

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Carter, Lewis F. y William Foote Whyte. "Participatory Action Research." Contemporary Sociology 21, n.º 3 (mayo de 1992): 411. http://dx.doi.org/10.2307/2076338.

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Krimerman, Leonard. "Participatory Action Research". Philosophy of the Social Sciences 31, n.º 1 (marzo de 2001): 60–82. http://dx.doi.org/10.1177/004839310103100104.

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Whyte, William Foote. "Participatory Action Research". Nursing Research 41, n.º 4 (julio de 1992): 235. http://dx.doi.org/10.1097/00006199-199207000-00009.

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Baum, F. "Participatory action research". Journal of Epidemiology & Community Health 60, n.º 10 (1 de octubre de 2006): 854–57. http://dx.doi.org/10.1136/jech.2004.028662.

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Ozanne, Julie L. y Bige Saatcioglu. "Participatory Action Research". Journal of Consumer Research 35, n.º 3 (octubre de 2008): 423–39. http://dx.doi.org/10.1086/586911.

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Burgess, Judy. "Participatory action research". Action Research 4, n.º 4 (diciembre de 2006): 419–37. http://dx.doi.org/10.1177/1476750306070104.

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Rempfer, Melisa y Jill Knott. "Participatory Action Research". Occupational Therapy in Mental Health 17, n.º 3-4 (14 de septiembre de 2002): 151–65. http://dx.doi.org/10.1300/j004v17n03_10.

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Tesis sobre el tema "Participatory action research"

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Townsend, Andrew James. "Educational action research networks as participatory interventions". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3805/.

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In 2002, the National College for School Leadership launched what was regarded as the largest educational networking programme in the world. This brought together groups of schools to collaborate over developing agreed areas of their work. This thesis outlines a research project aimed at networks who were members of this programme and whose main activity had been action research conducted by network members. This research was intended to examine, and to understand, the participatory aspects of networks of this sort. Five overarching themes were drawn from the literature on participatory interventions and related to educational networks and to action research. The interaction of these three areas of literature provided the background against which the empirical aspects of this thesis were conducted. Based around an interpretive argument emphasising the contextual uniqueness of these networks, a case study methodology was adopted to study three networks. These three networks were those who had agreed to participate of a total of 18 that had matched the profile for selection and who had been invited to participate. The conduct of these three case studies used a mixed method approach examining documents produced by these networks as well as collecting data through the use of a questionnaire and semi-structured interviews. From these three case studies overarching themes were identified in the ways that these networks related to participatory interventions. These themes specifically concerned: the approaches that these networks had taken to action research; the ways in which they had perceived and involved communities in their work; the nature of collaborative relationships in the networks; the relationship between the operation of the networks and principles of voluntarism and finally the roles of leadership in the networks. Overall, these networks presented a model by which individuals could collectively work together for a common aspiration, whilst retaining the flexibility to be relevant to local contexts.
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Kanchana, Manohar Arthi. "Participatory action research for emotionally meaningful stories". Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/b87e9215-e617-4144-9508-c64ee5950be4.

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In this thesis, I developed an empirically and theoretically grounded understanding of participatory action research (PAR). My aim was to develop and explore PAR methods within three culturally different fishing communities located in India, Portugal and the UK in order to generate emotionally meaningful stories. The work was conducted as part of the practice-led TOTeM research project and aspires to be associated with such works that have been able to make a methodological contribution by introducing theoretical insights, innovative methods and analytical concepts. In this study, the key finding is revealing the importance of the preliminary activities that helped design the innovative methods. I assess how my PAR methods, such as story interviews, digital storytelling workshops and story kits, helped me to gather participants’ personal experiences within the three chosen communities. Photographs and ‘objects’ provided a medium through which to identify stories that were emotionally meaningful to the participants. These stories gathered from the three chosen communities were analysed through a story narrative analysis method. Each method evoked strong, emotionally meaningful responses from the participants with regard to human relationships and demonstrated the vital role of objects in identifying stories that illustrate the participants’ intimate relationships. The collective findings from the three communities established that the methods utilised provided a new way of synthesising storytelling with digital technologies. The findings reinforce the role played by the participants as co-creators in collaboratively designing the methods, enabling me to craft a better way to gather stories. Upon critical reflection of the methods, supporting evidence was found that storytelling serves as an invaluable technique in providing participants with opportunities to explore their cultural identity through uniquely self-reflecting narratives and shared moments. I present the three stages of the participatory methods as my story culture framework and the findings and challenges as my original contribution to knowledge. I propose that this transferable framework will support designers as they engage with various settings to elicit information from user and stakeholder participants, develop their own experiential and critical perspectives and utilise their intuitive and expressive expertise to establish, manage and sustain productive human-centred design relationships.
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Baker, Jack David. "Interdisciplinary Evaluation of Youth Participatory Action Research". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1538816180877824.

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Bruck, Demaree K. "Engaging Teenagers in Suicide Research through Youth Participatory Action Research". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504799248601175.

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Babcock, Ruth C. A. "Participatory action research with the German-speaking Mennonites". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/MQ38443.pdf.

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Babcock, Ruth C. A. y University of Lethbridge Faculty of Education. "Participatory action research with the German speaking Mennonites". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998, 1997. http://hdl.handle.net/10133/82.

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German-speaking Mennonite people from Mexico are moving into Southern Alberta. They are mainly employed as farm labourers. Their low level of income makes it difficult to provide for the needs of their large families. Many also encounter difficulties because of their lack of English and literacy, unfamiliarity with Canadian ways and laws, and a lack of understanding and trust in the helping agencies and school system. By using the Participatory Action Research approach and te principles of Community Development, representatives of community health services were able to enter into a unique partnership with the Mennonite people to work toward meeting their identified needs. A family-centred approach was used, with special attention being given to cultural and religious traditions and values. Programs that were developed addressed the needs of the Mennonite people including English as a Second Language, literacy, nutrition, health, safety, dental, socialization, education, and German literacy for the children. A key finding of the research study was that a participatory action research approach did allow the Mennonite people in this study to find more effective ways of making the transition from life in Mexico to life in southern Alberta. Participants did take steps towards their goal of a better quality of life. As well, agency people found new ways of working with the Mennonite people and with each other. Finally, this study shows that as Mennonite people adapt to life in Canada changes do occur in their ways of interacting with each other and with the broader community.
vii, 167 leaves : ill. ; 28 cm.
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Dickson, Geraldine. "Participatory action research and health promotion, the grandmothers' story". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24012.pdf.

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Fahmi, Kamal Hanna. "Participatory action research (PAR) : a view from the field". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84506.

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The phenomenon of street children is world-wide and on the increase despite numerous programs aiming at its eradication. The failure to adequately address this complex and very diverse phenomenon is the result of conceptual confusion with respect to defining who a street child is. The dominant discourse on street children defines them as victims or deviants to be rescued and rehabilitated. As such, the capacity of many of these children for human agency is occluded by excluding them from participation in the construction of solutions to their problems. I argue that, far from being mere victims and deviants, these kids, in running away from alienating structures and finding relative freedom in the street, often become autonomous and are capable of actively defining their situations in their own terms. They are able to challenge the roles assigned to children, make judgements and develop a network of niches in the heart of the metropolis in order to resist exclusion and chronic repression. I further argue that for research and action with street kids to be emancipatory, it is necessary to acknowledge and respect the human agency the kids display in changing their own lives and to capitalize on their voluntary participation in non-formal educational activities as well as in collective advocacy.
The thesis draws on a participatory action research (PAR) methodology spanning eight years of fieldwork with street kids in Cairo, which eclectically combined street ethnography, street work and action science. I critically review the historical development of these methodologies, and I argue for a conception of PAR as an open-ended process of action and reflective participatory research incorporated into everyday activities and work with excluded, marginalized and oppressed groups such as street kids. As such, I pay special attention to the ethical dilemmas that arise in day-to-day PAR practice.
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Burn, Geoffrey R. H. "Using participatory action research to develop an organization's strategy". Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511627.

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The research was undertaken with the primary aim of answering the following five main research questions. Can PAR provide a cohesive way to give those who want it an authoritative voice in shaping their own future and that of their whole organization? Can a 'creative' strategy-making process be used as the vehicle for capturing that voice and institutionalizing it as a blueprint for the future? Can Participatory Action Research (PAR) be used to research these operational processes in detail and in real time? Can an insider researcher who is also a top manager facilitate the intervention without having one role overpower the other? Can the strategizing role boundary be shifted without disenfranchising those previously responsible for strategizing, and without the process being derailed by them? PAR was selected as the organization development (OD) methodology for this intervention because, consistent with these questions, it aims to precipitate transformational change intended to correct perceived systemic disadvantage. At the same time it recognizes the need for accommodations regarding the extant disposition of power and related role enactment. And PAR is especially well suited as a methodology for researching a social change process dependent on power transfer, because it empowers the people in the system as co-researchers in an ethical framework. Consistent with the PAR methodology, the participants were the main research instrument, utilizing self reports as the main tool. This `human instrument' was augmented by the objective input of a team of non-participant observers. The research was significant because it indicates that PAR can be an effective OD methodology for giving those people who want it an authoritative voice in shaping their future and that of their whole organization - and that a creative strategizing model built on components advocated in the literature can be used as the vehicle for capturing that voice. In the process, it demonstrates that the strategizing role boundary can be shifted without resistance from the elites who are required to relinquish it. Furthermore, it shows that PAR is an appropriate methodology for researching all these processes in real time. Finally, it demonstrates that an insider researcher who is also a member of the elite can facilitate the OD and research processes without the inherent role conflict becoming unmanageable.
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Weaver, Zupko Barbara. "Participatory action research learning involving women who have developmental challenges". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0021/MQ44827.pdf.

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Libros sobre el tema "Participatory action research"

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Whyte, William. Participatory Action Research. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 1991. http://dx.doi.org/10.4135/9781412985383.

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Chevalier, Jacques M. y Daniel J. Buckles. Participatory Action Research. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351033268.

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Alice, McIntyre. Participatory action research. Los Angeles: Sage Publications, 2008.

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1914-, Whyte William Foote, ed. Participatory action research. Newbury Park, Calif: Sage Publications, 1991.

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de Chesnay, Mary, ed. Nursing Research Using Participatory Action Research. New York, NY: Springer Publishing Company, 2014. http://dx.doi.org/10.1891/9780826126146.

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Debbie, Kralik, ed. Participatory action research in healthcare. Oxford: Blackwell Pub., 2006.

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Fine, Michelle y María Elena Torre. Essentials of critical participatory action research. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000241-000.

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Kidwai, Huma, Radhika Iyengar, Matthew A. Witenstein, Erik Jon Byker y Rohit Setty, eds. Participatory Action Research and Educational Development. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48905-6.

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Bangladesh, Research Initiatives, ed. Participatory action research, perceptions and practice. Dhaka: Research Initiatives, Bangladesh, 2006.

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Harper, Krista, Aline Gubrium y Marty Otañez. Participatory visual and digital research in action. Walnut Creek, CA: Left Coast Press, Inc., 2015.

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Capítulos de libros sobre el tema "Participatory action research"

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Torre, María Elena. "Participatory Action Research". En Encyclopedia of Critical Psychology, 1323–27. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_211.

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Conde-Frazier, Elizabeth. "Participatory Action Research". En The Wiley-Blackwell Companion to Practical Theology, 234–43. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444345742.ch22.

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Ngwenya, Dumisani. "Participatory Action Research". En Healing the Wounds of Gukurahundi in Zimbabwe, 95–116. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66818-5_5.

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Kwok, Jackie Yan Chi. "Participatory action research". En Creative Ageing Cities, 121–44. Abingdon, Oxon; New York, NY: Routledge, 2018. | Series: Routledge advances in regional economics, science and policy; 26: Routledge, 2018. http://dx.doi.org/10.4324/9781315558684-6.

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Kirshner, Jean y George Kamberelis. "Participatory Action Research". En Decolonizing Transcultural Teacher Education through Participatory Action Research, 45–70. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111573-5.

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Grimwood, Bryan S. R. "Participatory Action Research". En Fostering Social Justice through Qualitative Inquiry, 196–217. 2a ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216575-11.

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Chevalier, Jacques M. y Daniel J. Buckles. "Introduction". En Participatory Action Research, 1–7. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351033268-1.

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Chevalier, Jacques M. y Daniel J. Buckles. "Factors at play". En Participatory Action Research, 200–212. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351033268-10.

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Chevalier, Jacques M. y Daniel J. Buckles. "Paradox". En Participatory Action Research, 213–40. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351033268-11.

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Chevalier, Jacques M. y Daniel J. Buckles. "Stakeholder basics". En Participatory Action Research, 243–53. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351033268-12.

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Actas de conferencias sobre el tema "Participatory action research"

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Stickney, Dane. "Ethical Concerns in Youth Participatory Action Research". En 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892124.

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Becker, Felix, Michael Meyer, Dominik Siemon y Susanne Robra-Bissantz. "Taking Action: Extending Participatory Action Design Research with Design Thinking". En 32nd Bled eConference Humanizing Technology for a Sustainable Society, Bled, Slovenia, Conference Proceedings. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-280-0.57.

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Hart, Steven. "Development of Youth Civic Identities Through Action Civics and Youth Participatory Action Research". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440979.

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Sánchez Urien, Nerea, Mariangélica Martínez Chávez y Agustí Canals Parera. "PARTICIPATORY ACTION RESEARCH FOR DELIBERATELY CHANGING AN ORGANIZATION’S LEARNING STRUCTURE". En 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1928.

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Järviluoma, Helmi y Taru Leppänen. "Becoming Audible! Asylum seekers, participatory action research and cultural encounters". En Situating Popular Musics, editado por Ed Montano y Carlo Nardi. International Association for the Study of Popular Music, 2012. http://dx.doi.org/10.5429/2225-0301.2011.40.

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Hemy, Avy. "PowerView: Increasing Equality in a Youth Participatory Action Research Class". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431460.

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Buckley-Marudas, Molly. "Amplifying Youth Voice: Enacting Youth Participatory Action Research in School". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446166.

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Lozenski, Brian. "Ethnic Studies and Youth Participatory Action Research: Constructing Dual Subjectivity". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576942.

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Batista, Pauline. "Schooling and UNESCO Heritage Sites in Latin America: A Participatory Video Youth Participatory Action Research Initiative". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578243.

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Seale, Geoffrey. "ENHANCING THE DIGITAL DIVIDE THROUGH PARTICIPATORY ACTION LEARNING ACTION RESEARCH (PALAR) AND INCLUSIVE COMMUNICATION SYSTEMS (ICS)". En 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0491.

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Informes sobre el tema "Participatory action research"

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Million, Flore. Youth-Led Participatory Action Research Guides. Oxfam-Québec, junio de 2022. http://dx.doi.org/10.21201/2022.9819.

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Participatory research challenges the academic tradition in which the scientist is at the center of decisions in the research process. Inspired by popular education, this approach allows members of the community to question their living conditions and develop solutions to improve them from a social justice perspective. These guides were developed and tested as part of two participatory action research projects carried out by Oxfam-Québec with young people (18–30 years old). The two guides provide the key steps to carry out research, build a questionnaire, develop a collective action plan and measure the impacts of the actions implemented.
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Mosher, Heather. Participatory Action Research with Dignity Village: An Action Tool for Empowerment Within a Homeless Community. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.36.

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Snijder, Mieke y Marina Apgar, J. How Does Participatory Action Research Generate Innovation? Findings from a Rapid Realist Review. Institute of Development Studies (IDS), julio de 2021. http://dx.doi.org/10.19088/clarissa.2021.009.

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This Emerging Evidence Report shares evidence of how, for whom, and under what circumstances, Participatory Action Research (PAR) leads to innovative actions. A rapid realist review was undertaken to develop programme theories that explain how PAR generates innovation. The methodology included peer-reviewed and grey literature and moments of engagement with programme staff, such that their input supported the development and refinement of three resulting initial programme theories (IPTs) that we present in this report. Across all three IPTs, safe relational space, group facilitation, and the abilities of facilitators, are essential context and intervention components through which PAR can generate innovation. Implications from the three IPTs for evaluation design of the CLARISSA programme are identified and discussed. The report finishes with opportunities for the CLARISSA programme to start building an evidence base of how PAR works as an intervention modality, such as evidencing group-level conscientisation, the influence of intersecting inequalities, and influence of diverse perspectives coming together in a PAR process.
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Vathakou, Eugenia, Maria Tsampra y Pantelis Sklias. Addressing Un/Under-Employment at the Local Level: Participatory Action Research in Greece of Crisis. EconWorld Workıng Papers, 2017. http://dx.doi.org/10.22440/econworld.wp.2017.004.

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Research Institute (IFPRI), International Food Policy. Development of a participatory action research approach for four agricultural carbon projects in east Africa. Washington, DC: International Food Policy Research Institute, 2013. http://dx.doi.org/10.2499/capriwp113.

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Bharadwaj, Sowmyaa, Jo Howard y Pradeep Narayanan. Using Participatory Action Research Methodologies for Engaging and Researching with Religious Minorities in Contexts of Intersecting Inequalities. Institute of Development Studies, enero de 2021. http://dx.doi.org/10.19088/creid.2020.009.

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While there is growing scholarship on the intersectional nature of people’s experience of marginalisation, analyses tend to ignore religion-based inequalities. A lack of Freedom of Religion and Belief (FoRB) undermines people’s possibilities of accessing services and rights and enjoying wellbeing (World Bank 2013; Narayan et al. 2000, Deneulin and Shahani 2009). In this paper, we discuss how religion and faith-based inequalities intersect with other horizontal and vertical inequalities, to create further exclusions within as well as between groups. We offer our experience of using participatory action research (PAR) methodologies to enable insights into lived experiences of intersecting inequalities. In particular, we reflect on intersecting inequalities in the context of India, and share some experiences of facilitating PAR processes with marginalised groups, such as Denotified Tribes (DNT). We introduce a FoRB lens to understand how DNT communities in India experience marginalisation and oppression. The examples discussed here focus on the intersection of religious belief with caste, tribal, gender and other socially constructed identities, as well as poverty. Through taking a PAR approach to working with these communities, we show how PAR can offer space for reflection, analysis, and sometimes action with relation to religion-based and other inequalities. We share some lessons that are useful for research, policy and practice, which we have learned about methods for working with vulnerable groups, about how religion-based inequalities intersect with others, and the assumptions and blind spots that can perpetuate these inequalities.
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Burbach, Jessica. Pushing Back on School Pushout: Youth at an Alternative School Advocate for Educational Change Through Youth Participatory Action Research. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6269.

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Kelln, Jocelyn, Line Richter y Christine Fostvedt-Mills. Inclusive Participatory Research Through PhotoVoice: A Study on WASH and Nutrition in Afar, Ethiopia. The Sanitation Learning Hub, Institute of Development Studies, octubre de 2022. http://dx.doi.org/10.19088/slh.2022.011.

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Designing effective interventions requires the inclusion and buy-in of beneficiary communities; however, because of constraints and context, fully participatory research can be challenging. The Afar people of northern Ethiopia live in what can be considered the very definition of 'challenging contexts'. Largely nomadic pastoralists, they navigate a harsh and unforgiving landscape, often having to travel great distances for water. In 2020, FMC undertook a qualitative research study investigating the attitudes and practices of target communities in Afar relating to nutrition and WASH. Using PhotoVoice and community action planning methods, the project sought to ensure that all community members, particularly those most marginalised (women, those with low literacy and little formal schooling), were heard and felt like they had a stake in the research process. This SLH Learning Paper shares the most important findings, discusses the advantages and the challenges of using these methods, and speaks to the potential for their application in other challenging contexts.
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Saifoloi, Malama, Evangelia Papoutsaki, Marcus Williams, Usha Sundar Harris y Munawwar Naqvi. Participatory Video and the Pacifica Mamas: A Pilot Project. Unitec ePress, agosto de 2016. http://dx.doi.org/10.34074/emed.044.

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Emerging literature highlights that in the Pacific, the use of participatory video (PV) is a new trend in research and community action. It can be employed as a tool to empower communities to have agency over their media outputs, meaning that they have full control of the content creation, production and distribution processes. But to date there is still a dearth of studies that fully explore its potential use in different contexts, especially within diasporic networks. To address this gap, a pilot project was undertaken where PV methodologies were tested in collaboration with a diasporic Pacific community group based in West Auckland, New Zealand. This report feeds back on the overall process of developing the pilot project.
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Niño Eslava, Daniel y Karine Gatellier. Collective Action to Support Family Farming in Colombia. Institute of Development Studies, noviembre de 2022. http://dx.doi.org/10.19088/core.2022.013.

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The Covid-19 pandemic has hit small- scale farmers, particularly women, very hard in Latin America. RIMISP – Latin American Center for Rural Development – has been conducting participatory research to mitigate the impact of Covid-19 on smallholder farmers in the department of Huila, in Colombia. The team has been working closely with the Secretariat of Agriculture and Mining of the Government of Huila to set up a Rural Dialogue Group to promote discussion on the project’s findings with local stakeholders. These discussions are helping to shape the local government’s agenda around these issues. The research team is also strengthening the capacity of small producer organisations to better access public programmes.
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También puede estar interesado en las bibliografías ampliadas sobre el tema "Participatory action research" para tipos de fuentes particulares:
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