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Participatory Action Research: Challenges and Opportunities
An outline of challenges and opportunities of adopting participatory action research in the context of empowering women's position in water management in Africa
In blog post six, the Participatory Action Research (PAR) method was introduced. The blog post briefly discussed that PAR entails an inclusive research approach during which the people affected by a particular problem are in charge and involved with the research in collaboration with academic researchers (Eeldering et al., 2017; Figueiredo & Perkins, 2013). So, a research method like PAR can be used during water management decision-making processes and the development of local policies related to water management, whilst empowering African women since they are commonly more involved in water related practices than men (Aziz et al., 2011). The remainder of this blog post, will delve deeper into the challenges and opportunities related to the adoption of PAR in Africa with a particular focus on the relationship between water and gender.
Challenges
1. The process of sharing during PAR is on the one hand a great opportunity to empower women in water related issues, but it on the other hand also poses challenges; researches may initially not be aware of issues which relate to unequal power relationships between men and women in Africa, possible anxieties related to the topic, and the feelings of uncertainty and threat whilst being involved in PAR. So the initial phases of a PAR process are crucial, since researches might unconsciously and in very subtle ways silence voices which undermines the very nature of the PAR process (Savin-Baden & Wimpenny, 2007). A successful PAR process thus requires a thorough understanding of the local context and the power relations between individuals in local communities. Especially, in a predominantly patriarchal conception of Africa it is important to investigate the local situation; some communities might be more matriarchal (like described in blog post five about Madagascar), which requires other approaches to engage in PAR.
2. It is important to always pay attention to the position of the people who are participating and what this means in terms of what they wish to represent and to change. In a patriarchal society, for example, participants' stated position and what they want to change might simply represent the dominant discourse influenced by power relations within a society. In that case, there is a risk that more subtle differences in opinions which exist in a certain community are silenced by the dominant discourse (Grant et al., 2011; Minkler, 2005; Savin-Baden & Wimpenny, 2007). Solving this issue could for example entail a focus on the development of a sense of ownership and self-belief, however such a development does not happen overnight (Grant et al., 2011). So, in order to ensure that all voices will be heard during a PAR process, one could for example consider to initially have two participant groups; researchers and women, and researchers and men. This might help to identify whether a community is patriarchal, matriarchal or neutral and can enhance the development of ownership, development, and opinions when certain power relations exist between different genders (Gatenby & Humphries, 2000). One could for example also consider to separately involve boys and girls in the PAR process.
3. In order for a PAR process primary researchers often offer a degree of experience and knowledge on participatory processes in general and the PAR process. The PAR process should ensure a balance between the incorporation of local knowledge and the imposition of knowledge by the researchers. However, the relation between participants and researches may cause this balance to be difficult to achieve; in any community context there is no guarantee that people involved in the issue at stake are actually willing to take the role of co-researchers. And even when they are willing to participate, there is the risk that people are accustomed with more traditional and hierarchical conceptions of research, which may impact the willingness to use the power to share (Grant et al., 2011; Minkler, 2005; Savin-Baden & Wimpenny, 2007). A way to solve problems related to power and control, is to let members of the local communities come up with the research question or problem to be solved in the first place. In this way the PAR process will be more legitimate and will comply to the local understanding of the problem at stake, instead of a problem identification posed by researchers who are, commonly, outsiders in a community's day-to-day life (Minkler, 2005).
4. At the concluding phases of a PAR process, the impact of certain policies or decisions ought to consider the impact on the lives of different participants. So, even the subtleties of the process have to be considered in any action or decision to be made for the PAR process to be encompassing; research outcomes thus should involve different perspectives. And even during the presentation of any outcome, participants but also non-participants should be able to comment before actions or decisions enter the public domain (Grant et al., 2011; Minkler, 2005; Savin-Baden & Wimpenny, 2007). So, in the context of water and gender in Africa, it is again important that these impacts are differentiated between men and women, boys and girls when a society is patriarchal or matriarchal. In the case of most African communities, this differentiation throughout the entire process is important because this determines whether women will actually be empowered and be better off when it comes to water related issues than they were before.
Opportunities
1. The process offers an opportunity for silent groups within communities to be empowered (Aziz et al., 2011; Gatenby & Humphries, 2000). In patriarchal societies, women might feel powerless when it comes to their ability to effect change. The process can help them to find their voice and to be liberated from power relations within their communities, which might initially be experienced as overwhelming. However the very aim of the PAR process is to provide a safe space for open discussions, and as this openness develops participant are offered greater opportunities to express feelings and their opinions and learn from others and understand alternative views to the issue at stake. And the feeling among participants that real attempts are being made to solve the issues at stake could result in relief and could be a potential motivator to get members involved in the process which enhances the credibility of the process (Aziz et al., 2011; Gatenby & Humphries, 2000; Minkler, 2005; Savin-Baden & Wimpenny, 2007).
2. Through the collective nature of PAR processes, the feeling that you are not alone in your efforts and the feeling of collective support could enhance energy, the development of potential good ideas and solutions, and creativity through learning from each other. Consequently, individuals' confidence and level of communication is likely to increase, which stimulates the sense of agency and identity. Creating a collective and shared ideology on how, for example, to enhance the physical demands water collection has on women and girls, may be a powerful motivator to act upon developed solutions. A shared ideology might also change gender relations and roles in the first place. Additionally, the collective nature of a PAR process provides the opportunity to engage with others and to learn from different discourses. This requires an environment open to criticism, which may enable participants to develop a more critical and informed view of their own practices (Savin-Baden & Wimpenny, 2007). In the case of the empowerment of women within water management, this critical and informed view might result in more balanced gender relations in Africa, and more balanced water related gender roles.
Besides, I would like to note here that is important to realize that the PAR method is a Western epistemology, which might have further implications when it comes to challenges related to its adaptation in Africa (Le Grange, 2001). If possible, an epistemology suitable for the African context can be developed together with African researchers and citizens. The eventual solutions, decisions and actions might be more sustainable and legitimate which are valuable principles. However, the PAR method is worth considering when it comes to solving water and gender related issues in Africa.
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