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Palgrave Macmillan

Participatory Action Research and Educational Development

South Asian Perspectives

  • Book
  • © 2017

Overview

Editors:
  1. Huma Kidwai

    1. Washington, District of Columbia, USA

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  2. Radhika Iyengar

    1. Earth Institute, Columbia University, New York, USA

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  3. Matthew A. Witenstein

    1. Redlands, USA

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  4. Erik Jon Byker

    1. Concord, USA

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  5. Rohit Setty

    1. Fairfax, USA

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  • Examines how Participatory Action Research (PAR) is currently being understood and practiced among the diverse communities of education practitioners and policymakers in South Asia
  • Brings together assortment of authors from the field of education and participatory development, representing strong believers in participatory approaches in research, extension, and development, as well as skeptics
  • Offers a combined focus on PAR, education, and South Asia drawing from the socio-cultural approach to policy analysis

Part of the book series: South Asian Education Policy, Research, and Practice (SAEPRP)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xxix
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  2. Introduction: Participatory Action Research and Education—Key Approaches and Debates

    • Huma Kidwai, Radhika Iyengar
    Pages 1-12

  3. Chapter 1 Defining PAR to Refine PAR: Theorizing Participatory Action Research in South Asian Educational Contexts

    • Rohit Setty, Matthew A. Witenstein
    Pages 13-47

  4. Chapter 2 Utilizing “a Version of PAR” to Explore Children’s Voices on Inclusion: The Case of Two Primary Schools in Bangladesh

    • Tahiya Mahbub
    Pages 49-74

  5. Chapter 3 The ASER “Translating Policy into Practice” Toolkit: From Participatory Action Research to Evidence-Based Action

    • Suman Bhattacharjea, Erik Jon Byker
    Pages 75-96

  6. Chapter 4 Northern Province Education System in Sri Lanka: Participatory Review, Recommendation, Implementation, and Monitoring

    • Meera Pathmarajah, Nagalingam Ethirveerasingam
    Pages 97-127

  7. Chapter 5 Unpacking Participation: The Case of Child-Centered Pedagogy in India

    • Neha Miglani, Jayasree Subramanian, Vishnuteerth Agnihotri
    Pages 129-159

  8. Chapter 6 Learning and Evolving in Hybrid Learning: A PAR Perspective

    • Rajarshi Singh, Neha Sharma, Ketan Verma
    Pages 161-183

  9. Chapter 7 Reclaiming the Collective: Challenging Neoliberal Ideology Through PAR

    • Shabnam Koirala-Azad
    Pages 185-203

  10. Chapter 8 Applying Participatory Action Research to Program Evaluation in Education Policy

    • Mary Vayaliparampil
    Pages 205-227

  11. Case Study 1

    • Payal Shah
    Pages 229-234

  12. Case Study 2

    • Tahiya Mahbub
    Pages 235-246

  13. Case Study 3

    • Meagan Call-Cummings
    Pages 247-254

  14. Case Study 4

    • Anusha Chandrasekharan, Pradeep Narayanan
    Pages 255-269

  15. Conclusion

    • Erik Jon Byker
    Pages 271-279

  16. Back Matter

    Pages 281-290
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Keywords

About this book

This volume brings together diverse thinkers and practitioners on Participatory Action Research (PAR) and educational development in South Asia. Contributors draw from their research and field experiences on how PAR is currently being understood, theorized, debated, and implemented for education of children in South Asia. This book will act as a key reference text for academics, students, and practitioners interested in the intersection of education and participatory development in the region. The book opens a constructive debate on PAR approaches to education and proposes a reflective framework that allows the reader to develop their perspectives about the conceptual, methodological, and sociopolitical potential and limitations of participatory approaches.



    

Reviews

“This is a valuable contribution and will be of interest to all concerned with the practice and theory of Participatory Action Research. Its firm empirical grounding, combined with the rich diversity of the contributions makes it a treasure trove for practitioners and others, both in South Asia and internationally.” (Robert Chambers, Institute of Development Studies, University of Sussex, UK)

“Thought-provoking and accessible, this book challenges the taken-for-granted approaches to restructuring education by positioning practice as vitally informing policy, and by effectively demonstrating how perspectives from research and practice can be combined.” (Amita Gupta, School of Education, The City College of New York, USA)

“This book is a welcome addition to the hitherto slender collection of research material in contrast to conventional research methods. Combining research with field-based observation, the book is an important key reference for studies related to an interface between education and participatory development in South Asia.” (Mondira Dutta, School of International Studies, Jawaharlal Nehru University, India) 

Editors and Affiliations

  • Washington, District of Columbia, USA

    Huma Kidwai

  • Earth Institute, Columbia University, New York, USA

    Radhika Iyengar

  • Redlands, USA

    Matthew A. Witenstein

  • Concord, USA

    Erik Jon Byker

  • Fairfax, USA

    Rohit Setty

About the editors

Huma Kidwai is an education consultant with the World Bank’s Sub-Saharan Africa Division (Education–Global Practices). She holds an EdD from Teachers College, Columbia University, USA.

Radhika Iyengar is Director of Education for the Millennium Villages Project (MVP), Center for Globalization and Sustainable Development at the Earth Institute, Columbia University, USA.


Matthew A. Witenstein is Postdoctoral Fellow in the School of Education at University of Redlands, USA, where he helps coordinate the doctoral program.


Erik Jon Byker is Assistant Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte, USA.

Rohit Setty is a recent United States–India Educational Foundation Fulbright–Nehru Fellow with the National Council of Educational Research and Training’s Regional Institute of Education, Mysore, India, and a graduate of theUniversity of Michigan, USA.




    


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