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.
Introduction: Participatory Action Research and Education Key
Approaches and Debates.
Chapter
1. Defining PAR to Refine PAR: Theorizing
Participatory Action Research in South Asian Educational Contexts.
Chapter
2. Utilizing a version of PAR to explore childrens voices on inclusion:
The case of two primary schools in Bangladesh.
Chapter
3. The ASER
Translating Policy into Practice Toolkit: From Participatory Action
Research to Evidence-Based Action.
Chapter
4. Northern Province Education
System in Sri Lanka: Participatory Review, Recommendation, Implementation and
Monitoring.
Chapter
5. Unpacking Participation: The Case of Child-Centered
Pedagogy in India.
Chapter
6. Learning and evolving in Hybrid Learning: a
PAR perspective.
Chapter
7. Reclaiming the collective: challenging
neoliberal ideology through PAR.
Chapter
8. Applying participatory action
research to program evaluation in education policy.- Case Study 1: Photovoice
& Girls Education in Gujarat, India.- CaseStudy 2: Utilizing memoing as a
reflexive tool in PAR.- Case Study 3: One Moment of Participatory Data
Analysis.- Case Study 4: Shikshagiri Including Marginalised children in
Policy and Praxis of Education.- Conclusion: Reading and Rewriting South
Asia.
Huma Kidwai is an education consultant with the World Banks Sub-Saharan Africa Division (EducationGlobal 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 StatesIndia Educational Foundation FulbrightNehru Fellow with the National Council of Educational Research and Trainings Regional Institute of Education, Mysore, India, and a graduate of theUniversity of Michigan, USA.
