Learning how to be participatory

An emergent research agenda

Bibliographic Data

ID6134737
AuthorsKaren Caister (University of KwaZulu-Natal), Maryann Green (University of KwaZulu-Natal), Steve Worth (0000-0002-3291-5542, University of KwaZulu-Natal), Steven Worth (University of KwaZulu-Natal)
Year2011
Volume10
Issue1
Pages22-39
Publication date2011-08-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAction Research (JOURNAL)
Journal identifiersISSN: 1476-7503 • E-ISSN: 1741-2617
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476750311414737
OpenAlexW2036775276
LanguageEN
Citations received6
References cited13

The central theme for this article arises from conversation on how agricultural scientists can move from technology transfer to complementing development. Researchers may be willing to embrace developmental concerns while lacking enabling skills and perspectives. Agricultural researchers often choose agendas based on cost, efficiency and appropriate controlled input use. This is problematic for small-scale commercial agriculture in traditionally managed rural situations because it does not include the issues of authority, power and complexity found in situated contexts. This article describes researcher learning arising from participatory farmer–researcher activity that determined a mutually beneficial research agenda. The participatory nature of the research was determined by how relationships were developed and managed. Researchers came to understand that attitude, environment and relevant issues, not specific tools, achieved participation

Action research · Citizen journalism · Conversation · Engineering ethics · Knowledge management · Participatory action research · Pedagogy · Political science · Public relations · Scale (ratio · Situated · Sociology · Theme (computing · Agricultural Innovations and Practices · Computer Science · Engineering · Organic Food and Agriculture · Rural development and sustainability

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