Дисертації: "Participatory development"

1

Parker, George Gian. "Participatory research in community development." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51869.

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Thesis (MA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: This study focuses on the use of participatory research in community development settings. Participatory research, which is normally referred to by the abbreviation PR, is a relatively new social research methodology that arose out of a general sense of dissatisfaction with the way that traditional research was being conducted in development. Participatory research consists of a large variety of related research methodologies that emphasize participation, social learning and action. Epistemologically it is founded on the metatheories of critical theory and to a lesser extent phenomenology and feminism. It is primarily based on the idea of allowing people to participate as full researchers in their own research process so as to create knowledge about their own social reality with which they can initiate change. By creating their own social knowledge, which they use to address and change their social reality, participants become part of a continuous cycle of analysis - action - reflection. By participating as full co-researchers, participants become part of their own dialogical process of social praxis that allows them to enter into a continuous cycle of social learning, capacity building and conscientisation that gives them an increased sense of empowerment which in turn makes them able to engage in their own selfreliant sustainable development initiatives. Both community development and participatory research are grassroot level development initiatives. They both form part of the people-centered, participatory and social learning process - approaches to development. Both share a commitment to: realizing concrete and abstract goals, a social learning process, participation, empowerment, conscientisation, and sustainability. Both these development initiatives are orientated around operating in small homogenous groups as opposed to working with the whole community. In both participatory research and community development the person from outside the community who is initiating the development is required to fulfil the role of guide, advisor, advocate, enabler, and facilitator. Community development and participatory research share a similar research cycle that consists of the following stages: contact making, formal need identification, planning or analysis, implementation or action, and evaluation or reflection. Both research cycles are also committed to the same objectives namely: creating a community profile and need and problem profile, to draw up strategies to address some of the needs and problems, and to monitor and evaluate the strategies that were implemented. Both community development and participatory research therefore share a number of similarities in their objectives and goals, the most important of which is their shared commitment to development in which participation leads to an increase in social learning, capacity building and conscientisation that in tum results in participants experiencing an increased sense of empowerment which allows them to undertake their own self-reliant, sustainable development initiatives. Consequently this study concludes that participatory research is suitable for and beneficial to the practice of research in community development.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op die gebruik van deelnemende navorsing in gemeenskapsontwikkelling. Deelnemende navorsing, wat alom bekend staan as PR, is 'n relatief nuwe sosiale navorsingsmetodologie wat ontstaan het uit "n algemene gevoel van ongelukkigheid met die beoefening van tradisionele navorsing in ontwikkeling. Deelnemende navorsing bestaan uit "n wye verskeidenheid navorsingsmetodologieë wat klem lê op deelneming, sosiale leer en aksie. Epistemologies is dit gebaseer op die metateorieë van kritiese teorie en tot 'n mindere mate fenomenologie en feminisme. Dit is primêr gebaseer op die idee dat mense volledig moet deelneem as navorsers in hulle eie navorsingsproses sodat hulle, hul eie kennis kan skep van hul eie sosiale realiteit waarmee hulle dan sosiale verandering kan meebring. Deelnemers in hierdie proses word deel van "n aaneenlopende kringloop van ontleding-aksie-refleksie. Deur hulle plek vol te staan as navorsers word deelnemers deel van "n proses van eie dialogiese sosiale praxis wat hulle toelaat om deel te hê aan 'n aaneenlopende siklus van sosiale leer, kapasiteitsbou en psigologiese bewuswording wat hulle "n groter gevoel van selfbemagtiging gee wat hulle dan toelaat om hul eie selfonderhoudende ontwikkelingsinitiatiewe te loods. Beide gemeenskapsontwikkeling en deelnemende navorsing vind plaas op grondvlak. Dit vorm altwee deel van die mensegesentreerde, deelnemende en sosiale leerprosesse van ontwikkeling. Beide is gemik op die realisering van konkrete en abstrakte doelstellings, 'n sosiale leerproses, deelname, selfbemagtiging, psigologiese bewuswording, en selfonderhoud. Beide hierdie benaderings tot ontwikkeling geskied in klein homogene groepsverband. In beide deelnemende navorsing en gemeenskapsontwikkeling is dit 'n persoon van buite die gemeenskap wat die proses inisieer en "n rol speel as voog, adviseer, advokaat, daarstelIer en fasiliteerder. Gemeeskapsontwikkeling en deelnemende navorsing deel "n navorsing siklus wat bestaan uit die volgende stadiums: kontak maak, die identifisering van behoefte, beplanning of ontleding, implementering of aksie, en evaluering of samevatting. Beide hierdie ondersoeksiklusse deel die volgende doelstellings, naamlik: die opstel van 'n gemeenskapsprofiel sowel as "n behoefte en probleem profiel, die optrek van "n strategie!:! om behoeftes en probleme aan te spreek, en laastens om die strategie!:! wat geïmplementeer is te monitor en evalueer. Beide gemeenskapsontwikkeling en deelnemende navorsing deel "n verskeidenheid ooreenkomste in terme van hulle doelstellings, waarvan die mees belangrikste 'n gedeelde toewyding tot ontwikkeling is waarin deelname lei tot "n toename in sosiale leer, kapasitieitsbou en psigologiese bewuswording wat tot gevolg het dat deelnemers "n toenemende sin van hulle eie selfbemagtiging kry wat hulle toelaat om hulle eie selfonderhoudende ontwikkelingsaksies te loods. Hierdie studie kom tot die gevolgtrekking dat deelnemende navorsing geskik is en bevorderend is vir die proses van navorsing in gemeenskapsontwikkeling.

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2

Hwati, Lucky. "Participatory development (PD): NGOs and developmental practice in Zimbabwe." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1015315.

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The rising to prominence of Non- Governmental Organizations (NGOs) as essential partners to development was as a result of a shift in development authority into decentralized governance. Prior to this, the state was the central player in development. At liberation from political colonial control, most African governments adopted a centralized governance system. This meant that even in their drive to eco-socio development the state was the sole and most important driver. As explained by Allen (1995), in order to keep their grip on power, African leaders invented different solutions. Among them was an amplified centralization of its administrative device, or the creation of a centralized bureaucratic organization. Indeed, from 1960, the majority of African leaders banned political competition and instituted one-party regimes under which an ever-expanding bureaucracy was used to distribute resources to political allies, often under the form of membership in administrative positions (Allen, 1995). It was this need to keep a firm grip on power which saw most governments spearheading their own development, with NGOs playing a peripheral role. In the second instance, the state was instrumental in leading development. Throughout Africa, numerous government boards and ministries were created, each with a specific role to play in development (Willis, 2011; Allen, 1995). In the same way, most governments instituted policies and plans, with specific time frames, where certain development targets were supposed to be met. This system was adopted and became more pronounced in countries such as Malawi, Zambia and Zimbabwe.

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3

Wiens, Marlene. "Zero to One in participatory development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq64988.pdf.

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4

Ali, Johar. "A critique of participatory development in Pakistan." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5663.

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This study, a critical analysis of participatory development, was empirically conducted within a participatory development NGO in Pakistan, namely the Sarhad Rural Support Programme (SRSP). It critically analysed participatory development in relation to micro and macro level forces, such as government, bilateral and multilateral donors and local power structures. The study found the ideal of participatory development to be infeasible. The government undermined participatory development by controlling and co-opting the SRSP, which is a government initiated NGO, to perform its dictated functions. The government arranged funds for its activities from its own established fund, backed by bilateral and multilateral donors, namely, Pakistan Poverty Alleviation Fund. Donor agencies impeded participatory development by requiring the SRSP to attain a pre-determined target in a given time. Donors' restrictions prompted the SRSP to follow the quantitative target by sacrificing its documented and idealized participatory development theory. Furthermore, at the micro level, the local power structure not only hijacked the SRSP's activities but also discouraged women and poor men from representing their actual needs. Hence, all these macro and micro-level forces, instead of adopting facilitative structural changes, reinforced each other and co-opted the SRSP for their own inherent objectives. The SRSP's position, constrained by the macro level forces in particular, made it a 'subcontractor' carrying out its activities without following the required process of structural transformation. Furthermore, the study found that participatory development has lost its critical edge over the earlier development theories as a result of by being co-opted by the modernization theories at the theoretical level, and by donors, states and local power structures at the practical level. This co-option, under the neo-liberal agenda, at both levels, reduced it to little more than fashionable lip service.

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5

Doehne, Bryce A. "Supporting Student Veterans Utilizing Participatory Curriculum Development." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1460681183.

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6

Acheampong, Eric. "District assemblies and participatory rural development in Ghana." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336434.

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7

Manoukian, Violeta (Sherab Violeta) Carleton University Dissertation International Affairs. "Participatory development: paradigm shift in theory and practice." Ottawa, 1989.

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8

Mohana, Malini. "Children's constructions of gender: A participatory project." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30910.

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Studies on the construction of gender have largely focussed on adolescents and young adults in South Africa. This leaves a significant gap in understanding the ways in which gender is constructed and negotiated by younger children. This study, therefore, investigated how younger children narrate and experience their gendered lives, and whether these stories resisted or maintained dominant narratives of gender. Twelve participants between the ages of eight and fourteen participated. The research used participatory action research (PAR) methods. Specifically, Photovoice, journaling, collages and drawing were used to represent the stories and narratives that the participants chose to share. The Photovoice component culminated in a community exhibition which showcased the participants’ photos. In addition, the participants took part in focus groups and individual interviews. The focus group transcripts, individual interview transcripts, collages, photographs, drawings and journal entries were analysed using thematic narrative analysis. The study showed that children construct gender based on contradictory messaging, and exercise defiance of normative gendered constructs within the limits of heteronormative gender identity. Four main narrative themes emerged: Negotiating gendered expression; Normalisation of gendered violence; Subjugating female bodies; Narratives of conformity and resistance. Based on the findings, the recommendation was made to use play as both a means of exploration and education in children’s understanding of gender.

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9

Singh, Sabina Sharan. "Repoliticising development, the rise of participatory development in the post-fordist context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36082.pdf.

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10

Duncan, Andrew A. "A Participatory Evaluation of a Development NGO in Nicaragua." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/30782.

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International development has been a central aspect of foreign policy from the â developedâ to the â less-developedâ world for more than fifty years. Despite several trillions of dollars being spent for the ambiguous purpose that is â development,â poverty and suffering have yet to be eliminated. With this being the case, existing institutions and processes that are part of "developmentâ need to be analyzed, and the voices of those who are supposedly being helped, heretofore marginalized, need to be accessed in order to find where the fault lies so that it may be addressed. The present study assessed the opinions of a rural community in Nicaragua being served by a small US-based NGO on issues of development, participation, and healthcare. This was done through interviewing members of the organization and, mainly, through both surveying and interviewing members of the recipient community. Findings show that most of the people in this community very much want to be "developed,â and that they are appreciative of any help that they receive.
Master of Science

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11

Cretney, Alison, Steven Cretney, and Tracy Meisterheim. "Integrating Participatory Processes in Planning for Strategic Sustainable Development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4223.

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This thesis examines how dialogue-based methodologies can be integrated into a participatory planning process for strategic sustainable development. Evidence of the complex nature of the sustainability challenge is cited as necessitating tools and methodologies suited for dealing with complexity. The methodologies in this study were designed to use dialogue to address complex problems in which outcomes are unpredictable. Within the sustainability practitioner community, we identified a need for research on systematic guidance for pairing engagement processes with use of the Framework for Strategic Sustainable Development (FSSD). This research focuses on how a specific set of dialogue-based methodologies within the Art of Hosting network can be integrated with the FSSD to strengthen the linkage between content and process. As the culmination of our research, we have developed The Weave: Participatory Process Design Guide for Strategic Sustainable Development (www.theweave.info). It includes a Template for process design, suggestions and examples for use, and guiding principles. It is the first prototype of participatory process design guidance to be offered for pilot testing in the field of strategic sustainable development.

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12

Fernandez, Pepito R. "Understanding participatory development in Barangay Lumangan, Miagao, Iloilo, Philippines." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ29492.pdf.

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13

Weber, Beat. "Can participatory planning improve sustainable urban development in Angola?" Thesis, Heriot-Watt University, 2007. http://hdl.handle.net/10399/2031.

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This research examines participation in urban planning, arguing that many contemporary theories and related 'best practice' policies of participation are inadequate in the context of rapid urbanisation in the South, this mainly due to their insufficient attention to contextual variables. This research therefore suggests an approach that gives greater emphasis on the very specific context within which urban planning is taking place, using the concepts of sustainable development and governance as an analytical framework. The analytical framework is applied in the examination of four different participatory planning case studies in Sao Paulo, Brazil, Johannesburg, South Africa, and Luanda and Huambo in Angola. Using a comparative case study approach the thesis shows how the . different results in the case studies are related to the respective contexts. The Angolan case studies further show how participatory planning in this country is especially challenging, due to generally little participation in governance, an insufficient legal framework for planning and very weak state and civil society organizations. The thesis therefore argues that in Angola the dominant theoretical positions on participatory planning and international 'best practice' policy are of limited effectiveness. Rather, emerging spaces of participation in the local context should be explored by using a pragmatic and action oriented approach, based on local capacities through creating long term partnerships with actors from state and civil society and with international experience contributing to, but not dominating, such locally embedded planning approaches.

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14

Nicolo, Francesca, Elissa Cardoso, and Puente Julia Ramos. "Strategic Sustainable Development for transparent, accountable and participatory governments." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-12729.

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During the last century, the world has faced unprecedented challenges relating to the degradation of the socio-ecological system. In light of this, governments play an important role to help tackle these issues. This thesis identifies the Open Government Partnership (OGP) organisation, as an initiative that can support governments in addressing these challenges. In particular, the potential to address these issues relates to OGP’s vision of strengthening governance by increasing transparency, accountability and participation. Therefore, the Framework for Strategic Sustainable Development (FSSD) was used to analyse the results from the semi-structured interviews, literature review and document analysis, in order to identify the strengths and limitations of OGP’s planning approach. Based on these results, recommendations call for the utilisation of the ABCD strategic planning process to assist OGP member governments and stakeholders to develop a concrete definition of sustainability, and a strategic planning approach that can support society in moving towards sustainability.

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15

Walsh, Kathleen Mary. "The potential of participatory evaluation for rural community development." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/6544408e-dc4b-4849-afba-3f4e6dc27336.

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16

Lowe, Steven Michael. "Participatory design for battlefield park development and process comparison." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06112009-063257/.

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17

Roberts, Michelle. "Assessing Participatory Action Research: A Case Study from the Lao PDR." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1090938622.

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18

Wilson, Eric A. "Facilities as teaching tools| A transformative participatory professional development experience." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633431.

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Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living.

Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability.

Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-à-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.

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19

Qaed, Fatema. "Development of a supportive tool for participatory learning space design." Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/33885/.

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All learning occurs within a space, whether this space is physical or virtual, but we have limited knowledge of how learning and teaching relate to it, particularly after a learning space’s users engage and adapt with it. A learning space is seen as a third teacher, but there is limited guidance for teachers on how to adapt designed elements of learning spaces. Therefore, this research aimed to empower teachers’ use of learning space without directly involving designers. It did so by sharing redesign opportunities for learning spaces that facilitate learning and teaching. There were three phases to this research: 1) Contextual review using literature review and observation; 2) Understanding learning space use and potential by investigating classroom space through student drawings, social network data, semi structured interviews, classroom photographs, and teachers’ planning books; and 3) Tool and Exemplar development of a supportive tool formed from structured sets of cards for guidance and inspiration. The first phase revealed a gap between what is written about learning in physical spaces and how these are designed. The second phase studied a range of current teachers’ practices to address this gap, and indicated that although teachers are aware of the importance of physical space, they do not always know how to adapt it to facilitate learning. The results also revealed learning space design elements which designers are unaware of, extending the initial framework from the first phase such. Findings from these studies supported design of a tool (third stage) to empower teachers’ use of space to support different learning and teaching approaches. Evaluation showed that the tool can improve teachers’ awareness of learning space design elements, and enable them to adapt space to support different teaching and learning approaches. Thus research helps both initial learning space designs by architects, as well as subsequent redesign by teachers through development of a practical tool.

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20

Booley, M. Sharhidd (Mogommad Sharhidd). "The development of participatory management in supervision : an evaluative study." Thesis, Stellenbosch : Stellenbosch University, 1996. http://hdl.handle.net/10019.1/55265.

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Thesis(PhD)--Stellenbosch University, 1996.
ENGLISH ABSTRACT: The study is focussed on the evaluation of the development of participatory management in supervision. The motivation for the study was, firstly, the increasing transformation of supervision to a more managerial form whereby social workers are guided in the fulfilment of their professional obligations; secondly, that social workers and supervisors expressed an increasing desire and wi 11 ingness to share the responsibi 1 i ty of managing direct practice through participation. The research was conducted within the conceptual framework of developmental research. The investigation of the existing state of supervision was undertaken by means of a literature study, as well as a quantitative-and qualitative survey among supervisors and their supervisees. This survey was also used to evaluate how developments in the theory and practice of participatory management was being brought into supervision. The probability that participatory management would continue to be implemented and developed in practice is high, since it is bedded in a scientifically-sound conceptual basis derived from authoritative literature and empirical support. Practising supervisors and supervisees can continue to apply participatory management in the ongoing reformation and restructuring of their management of direct practice. It could also contribute towards the improved quality of direct practice. The implementation of participatory management should go'beyond organisational limits. It should extend to the profession's accountability to the wider client system, which should be made aware of changes in the approach to direct practice management in the form of greater participation between seniors and subordinates. It is regarded as essential that participatory management approaches be subjected to tests to determine their efficacy, validity, and reliability as practice methods in supervision. Follow-up evaluation would help in the further development of participatory management in supervision. Further research with regard to participatory management is necessary with the view to maintaining its features in conformity with contemporary trends in the continuous reconceptualisation of management theory and practices.
AFRIKAANSE OPSOMMING: Hierdie studie is 'n evaluering van die ontwikkeling van deelnemende bestuur in supervisie. Die motivering vir die studie was eerstens die toEmemende ontwikkeling van supervisie tot 'n meer bestuursgerigte vorm wat maatskapl ike werkers in die ui tvoer van hulle professionele pligte rig; tweedens, dat maatskaplike werkers en supervisors 'n toenemende behoefte en bereidwilligheid te kenne gegee het om die verantwoordelikheid van praktykbestuur te deel. Die navorsing is binne die konsepsuele raamwerk van ontwikkelingsnavorsing onderneem. Die huidige stand van supervisie is deur middel van 'n literatuurstudie ondersoek, asook deur 'n kwantitatiewe en kwalitatiewe opname ender supervisors en maatskapl ike werkers. Hierdie opname is ook gebruik om te eval ueer hoe ontwikkel inge in die teorie en praktyk van deelnemende bestuur by supervisie ingesluit word. Deelnemende bestuur sal hoogs waarskynlik voortgaan om in die praktyk ge'implementeer en ontwikkel te word, aangesien di t op 'n wetenskaplik gesonde konsepsuele grondslag berus wat deur gesaghebbende literatuur en empiriese gegewens gerugsteun word. Supervisors en maatskaplike werkers kan voortgaan om deelnemende bestuur te gebruik in die voortdurende verbetering en herstrukturering van die bestuur van hul praktyke. Deelnemende bestuur kan ook die gehalte van direkte dienslewering verbeter. Die implementering van deelnemende bestuur behoort nie deur organisatoriese grense ingeperk te word nie, maar behoort uitgebrei te word tot die beroep se aanspreeklikheid teenoor die bre~r kli~ntestelsel deur bewusmaking van veranderinge in die benadering tot praktykbestuur in die vorm van groter deelname tussen seniors en ondergeskiktes. Di t is noodsaakl ik om benaderings tot deelnemende bestuur te toets om hul doeltreffendheid, geldigheid en betroubaarheid as praktykmetodes in supervisie te bepaal. Opvolg-evaluering sou 'n verdere hydrae tot die ontwikkeling van deelnemende bestuur in supervisie maak. Meer navorsing oor deelnemende bestuur is ook nodig om tred te hou met huidige tendense in die volgehoue herkonsepsualisering van bestuursteorie en -praktyke.

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21

Sajeva, Maurizio. "Governance for sustainable systems : the development of a participatory framework." Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/13125.

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Despite an increasing recognition of the need for an integrative approach to sustainable development, there remains a tendency for this to be anthropocentric. Attempts to govern sustainability are invariably focused on the pre-eminence of the human perspective and social systems in the pursuit of human goals. This often means either excluding or attempting to control the external environment rather than understanding and responding to it. This thesis explores more holistic approaches to governance that are based upon the need for an improved understanding about the interconnections between social, economic and ecological systems. It examines current literature on governance for sustainable development and systems thinking as applied to it, with specific reference to Socio-Technical Systems (STS), social learning about systems’ interrelations and the nature of public goods. On the basis of this analysis, a systemic conception of governance for sustainability is developed and translated into a provisional framework that can aid participatory social learning relating to sustainable development. Three initial Socio-Technical Systems (STS) case studies are drawn upon to populate the empty framework (the European Critical Electricity Infrastructure (ECEI), the Finnish security system and the transition of energy systems towards a post carbon society); these are then analysed thematically to derive common governance for sustainability criteria. The final modified framework is then applied to an in depth, and on-going, case study of food systems’ security and sustainability and a final discussion considers how this governance framework (GAME) might contribute to future holistic decision making for more sustainable Socio-Technical Systems. The multi-method GAME supports the generation of future scenarios and core sustainability criteria by multiple stakeholders; reflecting needs, capabilities and limits that can maintain systems’ equilibrium. It also implies a more normative governance for sustainability and a commitment to improved evidence-based decision-making that reflects systems’ complexity and contributes to bridging the gaps between science, policy and society. The GAME is currently being extended to incorporate the user-friendly geospatial representations of impacts.

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22

Svenskerud, Monica. "Community participation and participatory development in Post-Apartheid South Africa." Thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/5958.

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23

Wimpenny, Katherine. "Participatory change : an integrative approach toward occupational therapy practice development." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/c1fd7f27-ab06-16cc-fed8-a864a1e7a109/1.

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The implications of implementing evidence-based change in practice settings are complex and far reaching. Research examining ways to implement professional theory-driven approaches and support occupational therapists to advance their practice is limited. This participatory action research (PAR) study set out to investigate the implementation of an evidence-based occupational therapy conceptual model of practice, the Model of Human Occupation (MOHO) (Kielhofner 2002) across a mental health occupational therapy service. Methods used involved preparatory workshops and twelve months of team-based, monthly group reflective supervision sessions. In addition individual meetings with the occupational therapists took place every six months for the initial twelve months and a further year thereafter. The findings present a fusion of theoretical positions which are integrated within a ‘Participatory Change Cycle’. Emphasis is placed upon the development of a communicative space within which critical consciousness-raising occurred. This in turn enabled the therapists to take steps to advance their practice in light of theory. Fundamentally the therapists engaged in a process of re-negotiation of their professional selves in front of colleagues and myself as an external group facilitator and in the context of professional and political structures. The findings examine how learning occurs amongst people, within the contexts in which it holds meaning; I explore how disciplinary learning has occurred via praxis, which served to transform identities and ways of knowing and participating. The study concludes with recognition of the need for an inclusive approach to practice development which embraces each individual therapist’s personal stance and professional craft knowledge alongside the contribution of intellectual constructs. It is argued that those involved in practice development initiatives work to develop a sustainable group collective, a community of practitioners who remain committed to their professional development whilst remaining mindful of contextual issues including subtle individualistic efforts to effect change, which are not always visible at face value. Furthermore, practice development initiatives require collaboration between occupational therapists from education and practice to maintain perspective regarding the contribution of both propositional and practical know-how.

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24

Cho, Yen-Ting. "Cubic film : interdisciplinary development of digital participatory moving image medium." Thesis, Royal College of Art, 2014. http://researchonline.rca.ac.uk/1643/.

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25

Becker, David Michael. "A ministry of stewardship development through a participatory budgeting process." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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26

Enghel, Florencia. "Indigenous, yes: participatory documentary-making revisited (an Argentine case study)." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22857.

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This Master in Communication for Development thesis –an essay- is based on two documentaries made with -and about- indigenous communities located in the North region of Argentina (the provinces of Misiones and Jujuy) which the author produced between 1997 and 2003 through the implementation of a participatory communication approach: Ayvü-Porä/The beautiful words (1998), and Candabare/Late summer celebration (2001). The essay is meant to be in itself a communication for development device: an investigation of examples, and a mapping exercise, intent at laying open and laying out the actual practices that led to the concrete products discussed.

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27

MacDonald, J. J. "Participatory evaluation and planning as an essential part of community development." Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376281.

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28

Biggs, Stephen D. "Two articles focusing on participatory approaches." Olive Organisation Development and Training, 1995. http://hdl.handle.net/10962/75076.

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In recent years there has been a growing literature that advocates various forms of participatory development. This is illustrated by the promotion of approaches/tools such as participatory rural appraisal (PRA), participatory technology development (PTD), and participatory process projects 1 These "new" approaches are fast taking on the form of a new generalised orthodoxy for solving development problems. It would seem from the perspective of some of the promoters of this orthodoxy that the problem of development is no longer one of not having the right approaches and methods, but one of getting recalcitrant policy makers, bureaucrats, academics to appreciate and adopt these new methods and techniques. My concerns with this new advocacy are that: i It does not relate to experience; ii It does not address issues of power structure and control over information and other resources in multiple and complex arenas of science and technology (S&T); iii By placing major emphasis on management approaches and tools, the new orthodoxy is cutting itself off from a critical reflective understanding of the deeper determinants of technical and social change. Unfortunately, I suspect that if this new orthodoxy does not develop a more critical reflective view of itself then, like previous dominant orthodoxies, it will soon have to develop a range of "escape hatches" to explain why these participatory approaches are not giving the results that their advocates promise.
AVOCADO series; v 06/95

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29

Arnold, Amy. "A participatory approach in practice lessons from a Peace Corps experience /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594489751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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30

Powis, Benjamin. "Penetrating localities : participatory development and pragmatic politics in rural Andhra Pradesh, India." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/43090/.

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This research sets out to explore the interface between the new politics of localisation and the political process in India. Governments and donors have increasingly emphasised the locality as the primary unit of development and politics. This new trajectory has been manifest in the increase of community-based organisations and mechanisms of participatory governance at the local level. From the late 1990s, the south Indian state of Andhra Pradesh emerged as one of the most important examples of this new developmental politics and this research sets out to explore how local dynamics changed as a result. Political economy approaches tend to focus on state-periphery relations in terms of interest groups or vote banks. By contrast, this research found the village to be an enduring unit in the political system through which political identity manifests itself through three features. First, participation in local elections is driven by common forces of politics of parties, caste and corruption but its outcome is dependent on the specific context at the village level. Second, new participatory institutions created through state policy were found to merge with informal practices at the local level and produce a complex interplay between the new local and state identities. Third, analysis of leadership found evidence of a well-defined system of organisation within party groups at the village level, which were shaped not by party institutions but by the inner workings of village politics. These findings give cause to reassess the way in which we understand policy and political change. I do so by expanding on Skocpol's polity approach, which focused attention on the dynamic interplay of policy and social structure. Drawing on elements of the 'political development' theory, the concept of a ‘developing polity' approach is elaborated on, to better explain the complex interplay between local and higher level politics. These findings have implications for understanding both political change in India and development strategy. The macro-perspective on the decay of political institutions is contrasted with a local perspective that finds evidence of the vitality of party politics at the village level. This has a number of important implications for development, both in terms of the way in which we analyse participation and the way in which participatory development can be translated into political change

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31

Brown, Michael C. "Community voices : participatory communication for community development in Nepal's urban settings." Thesis, University of Derby, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298259.

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32

Strongheart, D. H., Florence Obison, and Fabio Bordoni. "Applying Construal Level Theory to Communication Strategies for Participatory Sustainable Development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2835.

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To the vast majority of people, the terms “sustainability” and “sustainable development” are unfamiliar, and, when they are recognized, there is still a great deal of interpretability as to their significance. Since no consensus exists regarding these terms, communication efforts to promote action and awareness among citizens must invariably “frame” the issue of sustainable development in one way or another. By and large, most communication strategies promote small private-sphere actions relevant to patterns of consumption. While these small actions are helpful, participatory, collective, public-sphere activism towards sustainability is much more potent and desirable. In attempting to engage this type of participatory action, communicators must understand the psychological barriers that are likely to confront their efforts. Communication professionals recognize that one such barrier, that of perceived, or, psychological distance, from issues of non-sustainability is especially pernicious. This paper attempts to apply Construal Level Theory (CLT), which provides “an account of how psychological distance influences individuals’ thoughts and behavior” (Trope et al. 2007) to the design of communication strategies for participatory sustainable development. After providing a thorough review of CLT, the authors examine the many ways that the theory can contribute to the design of communication strategies for participatory sustainable development.

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33

Whitehead, Caroline Margaret. "NGOs and participatory development in Nepal : national, institutional and community dynamics." Thesis, Keele University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401085.

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34

Tyekela, Pumla. "Stakeholder perceptions of participatory process in community development projects in Mdantsane." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20670.

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Understanding stakeholders’ perception on the participation process is imperative so that strategies that foster people’s participation in community projects are implemented. This will facilitate that community members take part and contribute in their own development projects. In most projects perceptions can influence and impede participation. Most often the challenges experienced include acts of inequalities, lack of financial resources and informal and formal barriers that limit decision making and the capacity of people to participate effectively. As a consequence, authentic participation in community development projects intended to enhance and encourage more people to participate is not possible. The focus of the study was to explore and analyse perceptions of community stakeholders towards participation in community development activities in Mdantsane, a township situated between East London and King William’s Town. The research asked the following question: What are the perceptions of community stakeholders regarding the participation process in community development projects. This study was conducted using the qualitative approach to explore and gain an understanding of the underlying reasons, opinions and motivation for data gathered. The sample groups were the project staff and the government officials that had a better knowledge of the projects. Data was collected through the use of in-depth structured and semi structured interviews. The data showed that a large number of participants believed that participation involvement in project activities was motivated by regular meetings and material and financial incentives. The data further revealed that poor planning, lack of resources, constrained decision-making processes, selective reporting on the project progress were among the limitations of participation. Restraining these participation impediments will enhance and expand participation in community development projects. It is the author’s hope that recommendations made by this study, if implemented will improve participation in community projects in Mdantsane development projects to understand the concept and significance of community participation.

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35

Gibbons, Laura. "Participatory Edutainment in Practice : A Case Study of Wan Smolbag, Vanuatu." Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39015.

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Entertainment-Education (EE), or ‘Edutainment’ as it has come to be known, is a prominent discipline and communicative practice, both in international and community development, and is utilised to address social issues and culturally specific norms, some of which may be taboo or harmful. This research sets out to explore the application of edutainment, in particular Theatre for Development (TfD), through an examination of its practice in a Pacific context; namely, a case study of Wan Smolbag Theatre (WSB), a grassroots NGO based in Vanuatu. Using tangible examples of WSB’s theatre work, the interplay between listening, participation, and dialogue will be examined as they bear on WSB’s diverse operations in Vanuatu. It will also be suggested that edutainment and TfD sits at the intersection of communication, culture and development and in fact, requires all three elements in order to be realised. Through its use of edutainment and TfD, WSB’s core strength lies in its sensitivity and responsiveness to both culture as aesthetic activity and as a way of life, enabling a dialogic, participatory approach that provides a stage for subaltern community voices to identify issues, and importantly, solutions to their own problems. The Pacific Region poses a complex landscape for development research and the same applies in the area of communication for development and social change. Due to its vast geographical area but often small population sizes, Pacific-focused research and data can be difficult to source, both of a qualitative and quantitative nature. This study aims to address one such gap, while also attempting to situate this research in the wider historical context of edutainment.

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36

Roberts, Michelle S. "Assessing participatory action research : a case study from the Lao PDR /." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1090938622.

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37

Bamuturaki, Keneth. "Theatre for development as a participatory development process in Uganda : a critical analysis of contemporary practices." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25454.

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In Uganda, relative to its neighbouring countries such as Kenya and Tanzania, the practice of Theatre for Development (henceforth TfD) has been considered quite problematic. Within the arts fraternity in Uganda, there have been critics who hold that TfD exists and is practiced in Uganda on one hand, while on the other there are those who argue that TfD does not exist as a distinct form of practice in Uganda. Those who dispute the existence of TfD in Uganda say that TfD is just a commercial label coined by people who want to take advantage of the large amounts of money from donors. These rivalling critical positions compelled me to postulate that TfD practice in Uganda could be embroiled in neoliberal tendencies where the funding factor shapes the nature of practice. Consequently, this thesis sets out to examine the nature of TfD practice in Uganda keeping in focus the basic principles that underpin its practice such as participation, giving voice, community ownership, dialogue, time and sustainability as the critical framework. Alongside these principles, the thesis kept in view the forces or processes which influence the TfD process such as postcolonialism/, power related dynamics, the politics of funding and global capitalism among others. The thesis focused on analysing how the above principles and forces have played out in projects by local and international practitioners in Uganda. It also made an effort to reflect on the nature of TfD practice in Uganda by drawing from my own practical experiences in a child rights TfD project. Looking at the work by local practitioners such as IATM, and Rafiki Theatre Company, this thesis discovered that TfD practice in Uganda has been hindered by the high-handed role of international development funders who determine the issues which the projects address. Through the work of international practitioners such as Jane Plastow and Katie McQuaid, it was however, discovered that implementing the ideal TfD process espousing the empowerment participation or the bottom up model in Uganda is not completely difficult to achieve. Their work offered a fundamental challenge to local practices in that the facilitators made a good effort to observe closely the core principles of effective practice such as participation, giving voice, balancing the dynamics of power and sustainability, something local practitioners need to emulate. However, the discussion in the thesis indicates that the work by international practitioners was not devoid of the influence of the forces that normally threaten effective practice such as the facilitator-participant power dynamics, issues related to project funding and postcolonial and neo-colonial inclinations.

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38

Nosti, Ekebratt Julia. "Participatory communication in Publicly Funded Projects: Sida - theory and practice in Guatemala." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23534.

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The aim of this essay is to investigate how development projects, funded by the Swedish International Development Cooperation Agency, include communication in the project cycle and if it affects their results. The research will take place in Guatemala and will be based on a comparative study in which the program evaluations conducted by the Swedish Embassy, responsible for distributing the funding, will be used to choose two projects: one regarded as successful and the other unsuccessful. By interviewing and conducting surveys with staff members from the embassy, NGO personnel that worked with the project as well as community members affected by the projects, the aim is to get a full picture of the projects themselves as well as the different personal experiences of the projects to allow for a discussion concerning communication for development, participation and governmentally funded development work. The conclusion is that there does not seem to be a defined way in which Sida-funded projects include participatory communication in the project cycle even though it is mentioned and discussed in connection to a project. The comparison of the two local initiatives indicate that defining a method and tools which allows the Embassies to better control and structure in terms of participatory communication are likely to increase the sustainability of the projects.

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39

Chinedu, Ojoh Akudo. "Democratic Renaissance and Participatory National Development in Fragile States: A Case Study." Doctoral thesis, Universitat Jaume I, 2017. http://hdl.handle.net/10803/420874.

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This dissertation purports to re-enlighten scholars and development practitioners about the relevance of democratic practices to the development of a nation. Using Nigeria as a case study, it examined the decadence of democracy in the country and offers a participatory national development approach in place of the existing system of governance in the country. The dissertation is organized i to eight chapters. Whereas chapter one provided the general introduction of the study, chapter two discussed the relevance of peacebuilding and development in fragile states. Chapter three examined the linkage between democratization, good governance, and national development, and chapter four examined African perspectives of democracy and development. Consequently, chapter five presented the democracy and development history of Nigeria and chapter six discussed governance, development plans, reforms and challenges in the country. Chapter seven presented the field research findings and chapter eight drew the conclusion of the study, and provided further recommendations to enhance development in Nigeria.
Esta tesis doctoral pretende iluminar nuevamente eruditos acerca de la importancia de las practicas democraticas para el desarrollo de una nacion. Con Nigeria como caso de estudio, examino la decadencia de la democracia en el pais y ofrece un enfoque de desarrollo participativo nacional en lugar del sistema actual de gobernanza en el pais. La tesis esta organizada en ocho capitulos.

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40

Noble, Jonathan Philip. "World Vision's partners in participatory development projects : where does the environment fit? /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envn749.pdf.

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41

Chatiza, Kudzai. "Opportunities and challenges in institutionalising participatory development : the case of rural Zimbabwe." Thesis, Swansea University, 2008. https://cronfa.swan.ac.uk/Record/cronfa42227.

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This study explores opportunities and challenges for institutionalising participatory development in rural Zimbabwe and compares them with Zambia's experiences. It defines participatory development in terms of ordinary people's relations with the variety of organisations involved in development. The study finds that the main factors facilitating participatory development relate to inter-organisational interactions and the coordination of development activities. The interactions occur in joint and separate institutional spaces as organisations facilitate development. Initiators, regulators and participants of the interactions are many, formal and informal, local and external. Governments influence and participate in the interactions through policy formulation and direct implementation of programme activities but generally under-fund local governance institutions. Such Government involvement strengthens but also distorts local relations. Distortion is increasingly the situation in Zimbabwe. The study also finds that people's participation constitutes the bottom-up influence needed to make organisational interaction locally meaningful. The crisis in Zimbabwe has put a strain on organisational relations and capabilities to facilitate participatory development. Decentralisation theory does not hold much promise for Zimbabwe considering that there is little left to transfer and governance structures already exist. What remains is for local governance institutions to strengthen horizontal relationships, positively constrain political parties and allow definition and pursuit of development based more on local than external material resources. Such a development ethos does not preclude the importance of external support. In development theory, the thesis' concerns lie between policy and legislative issues on one hand and participatory appraisal methods and actual development activities on the other. I suggest that this area has been given limited attention despite being the 'Pandora's Box' in participatory development. While primarily based on Zimbabwe with some comparative analysis of Zambian experiences, the conclusions of this thesis are arguably applicable to many situations even where poverty and institutional stress are lower.

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42

Cauble, Elizabeth Marie 1973. "Promising Empowerment: How Tostan Engages Communities in Participatory Development in Rural Senegal." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/9978.

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xi, 105 p. : map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This thesis explores the empowerment effects of informal education programs run by the highly acclaimed non-governmental organization (NGO) Tostan in Senegal, West Africa. My interviews with 25 women in six rural communities in Senegal reveal that participants in Tostan training programs experience multiple forms and degrees of empowerment. The respondents in this study report sometimes feeling empowered in terms of education, access to resources, individualization and participation. In light of the literature on empowerment, my respondents remain only partially empowered, constrained by existing sociopolitical relations and economic dependency. My research also considers whether there are structural limits to empowerment when an outside NGO comes into a community for a relatively short time to promote change better produced indigenously.
Committee in Charge: Dr. Dennis Galvan, Chair; Dr. Stephen Wooten; Dr. Anne Williams

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43

Babcock, Ruth C. A., and 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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44

Costella, Cecilia V. "Participatory Development in Social Funds: A Case Study of the Peruvian Social Fund." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9273_1298890144.

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This research aims to assess the role of Social Funds&rsquo
organizational and institutional characteristics for community participation processes in development projects. The research is based on a case study of the Peruvian Social Fund, FONCODES, and utilizes a qualitative data collection approach. It mainly relies on semi-structured interviews with FONCODES&rsquo
staff and community members, unstructured interviews with experts, and analysis of operational documents. The research concludes that several organizational and institutional characteristics affect community participation in FONCODES projects but the direction of this influence depends on how specific areas of the organization&rsquo
s context are structured as well as on political variables in the institutional environment.

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45

de, Miguel Capell Jordi. "Looking for Amina: An experience on Forum Theatre. Entertainment-Education and participatory approaches." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21229.

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This Master in Communication for Development thesis is based on the experience of "Amina's looking for a job", a Forum Theatre play created in 2007 - whith the help of her sons and an NGO- by a Moroccan woman who is discriminated by different institutions in her will to find a decent job in Catalonia, Spain. Through this case study, the essay explores the contributions of participatory approaches to Education-Entertainment field from a communication for social change perspective.

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46

Simwaka, Rodin Rams Kapelele Atughanire. "The impact of decentralisation on participatory development in the Nsanje district of Malawi." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1021206.

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This research investigated the impact of decentralisation on participatory development in the Nsanje District of Malawi from 2009 to 2014. Existing challenges in realising effective participation were identified by acquiring information from documents at three spheres of government, namely local, district and national. The literature explains decentralisation and local government; the theories of state-local relations; the nature, types and determinants of participation; the legislative framework of local government; and decentralisation reforms being implemented in Malawi. A descriptive approach was used in the study, with the emphasis on collecting data from primary sources such as minutes, reports, newspapers, and secondary sources such as the District Council and local government department records, books, academic journals, completed and unpublished post-graduate research theses, and legislation. From the acquired information, a number of recommendations are made to deal with various challenges faced to achieve effective participatory development in the District.

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47

Zwane, Elliot Mahlengule. "Participatory development of an extension approach and policy for Limpopo Province, South Africa." Thesis, Pretori : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10172009-093242/.

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48

Bajraktari, Florentina, Rosamund Mosse, and Voto Gabriel Neira. "Transforming U.Lab : Re-designing a participatory methodology using a strategic sustainable perspective." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-12938.

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Currently society is facing a set of interconnected challenges, known collectively as the Sustainability Challenge, which are systematically increasing socio-ecological unsustainability on a scale never experienced before. In order to address the Sustainability Challenge, Social Labs provide an approach that is systemic, participatory and emergent, enabling solutions that are responsive to the dynamic nature of those interconnected challenges. Our research explores how a specific lab - U.Lab - can be re-designed in order to move society strategically toward a sustainable future. We use the Framework for Strategic Sustainable Development, designed to help practitioners to facilitate society’s transition towards sustainable development, as well as concepts of strategic sustainable development, which support s shift from unsustainable systems, structures and practices towards sustainable ones in a strategic way. Our research follows Design Research Methodology (DRM). DRM aims for the formulation, validation and development of theories and models in the field of design. U.Lab’s experiential response to the Sustainability Challenge inspires participants to question paradigms of thought and societal norms. However, U.Lab is still an emerging social technology and lacks boundary conditions and a scientific basis for understanding our current reality and creating the solutions that will lead society systematically towards a sustainable future.

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49

Rew, Martin John. "Auditing 'development' : an anthropological study of 'audit culture' within a 'participatory rural development' project in Eastern India." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619960.

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50

Davies, van Es Anna Catherine. "Towards a developmental approach : an evaluation of a participatory action research development process with the NGO, WARMTH." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/10349.

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Includes bibliographical references.
This study is an evaluation of a year-long participatory development intervention with the non-governmental organisation (NGO), WAR on Malnutrition Tuberculosis and Hunger (hereafter WARMTH). It looks at the attempts by the organisation to make the ideological and practical shift from welfare to developmental practice, and the impact on their key beneficiaries, the Kitchen Operators (KOs). This process is extremely complex and difficult due to the South African context and a history of welfare and dependency relationship within the organisation.

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