从生活中学习:日常知识对赋权和变革的价值

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-04-13 DOI:10.1007/s11159-023-10057-3
Rajesh Tandon, Sumitra Srinivasan
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引用次数: 0

摘要

利用参与式研究和参与来促进提高穷人和边缘化群体的能力始于二十世纪七十年代,并在二十世纪八十年代初形成势头。这种方法建立在 "学习促进变革 "范式的基础上,在这一范式中,日常经验是发展能动性的基础,也是个人和集体致力于并采取行动创造变革的基础。几十年来,该范式已在多个领域得到应用(例如,妇女扫盲和政治领导力、工作健康与安全、获取和控制自然资源、防止性骚扰和暴力侵害妇女行为、社会问责和参与式监督、获取基本服务,以及气候适应性和复原力)。在本研究报告中,非营利性研究和培训机构亚洲参与式研究 (PRIA) 将其中的工作健康与安全、妇女的政治领导力、城市贫民和基于性别的暴力作为支持贫困、受排斥和边缘化社区工作的实例。本研究报告中分享的经验见证了大众知识的力量,以及将边缘化群体的声音纳入变革、以人为本的发展中。
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Learning from life: The value of everyday knowledge for empowerment and change

The use of participatory research and participation to promote the empowerment of the poor and marginalised began in the 1970s and gained momentum in the early 1980s. The approach builds on the learning for change paradigm in which everyday experience is the basis for developing agency, and committing to and taking action to create change, both individually and collectively. The paradigm has been used over decades, and in several contexts (e.g. women’s literacy and political leadership, work health and safety, access to and control over natural resources, prevention of sexual harassment and violence against women, social accountability and participatory monitoring, access to basic services, and climate adaptation and resilience). In this research note, some of these contexts – work health and safety, women’s political leadership, the urban poor and gender-based violence – are used as practical exemplars of work conducted by the non-profit research and training organisation Participatory Research in Asia (PRIA) to support poor, excluded and marginalised communities. The experiences shared in this research note bear witness to the power of popular knowledge and the inclusion of marginalised voices for transformatory, people-centric development.

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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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