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This chapter presents an overview of participatory action research and explores how this approach can inform the study of subsistence marketplaces. The diverse historical roots of action research are traced from Kurt Lewin's research on workplace democracy and Paulo Freire's conceptual ideas forged from working with low-literate peasants. We illustrate the potential of action research approaches by exploring in detail a more contemporary form of action research, participatory rural appraisal, and we show the usefulness of this approach to understanding consumer well-being in resource-poor areas. Special emphasis is given to the discussion of the methodology of this popular form of action research and its various applications.

This qualitative study was carried out in Candangolaˆndia, in Brasilia’s surroundings, Brazil. It comprised procedures that aimed to test the use of participatory research and action (PRA) in interactive and multidirectional communication amongst community members, in order to enable them to work together in the identification, access and use of information to solve social problems. The assumption behind this proposal was that as doing so, citizens develop abilities of information literacy and capabilities of collaborative work. The research tested the efficacy of PRA specifically in information science, using principles of critical thinking and participatory techniques within an epistemological interpretative approach in the identification of community information needs, access and use. Specific techniques such as oral presentation, people introduction, cards, games, brainstorm, workgroups, discussion, and question and answer were applied in 24 activities performed during six meetings with an intentionally selected group of citizens. The set of activities in each meeting was related to the meeting objective. Data analysis was based on grounded theory principles, particularly the coding process. Findings confirmed that PRA is a suitable methodology to explore abilities of information literacy and attitudes of collaborative work as a result of an interactive and multidirectional communication. In fact, community participants were able to identify, classify and prioritise information needs, as well as use information solutions for a selected social problem. Ultimately, these actions have proved to be helpful for participants to develop a heightened sense of citizenship.

Villages and communities are complex learning organizations. Since 1988, villagers in the south (third world) have been encouraged through participatory rural appraisal (PRA) techniques to take responsibility for analyzing their own issues and develop action plans. PRA represents an empowering approach whereby the villagers become the teachers, their ideas and data are collected visually by facilitators. Villagers analyze their own problems and chose the changes and change strategies they want. The developments in this field have taken place in Africa, Asia and Latin America and now consultants from these areas are visiting the so‐called “developed world” to teach us these participatory techniques, many of which are transferable to urban and organizational settings. Aims to describe observations of a “train the facilitator” course rub by Nepalese for Nepalese Government workers who will work with villagers.

There is limited research examining community-based youth empowerment that addresses smoking prevention in the rural Indonesian context. This paper describes participatory action research (PAR) applied to develop a framework for empowering youth aged 17–25 years toward smoking prevention. This research conducted in the Indonesian rural community setting was divided into four stages: diagnosing, planning action, taking action and evaluating action.

PAR was chosen as the approach to developing a framework for youth empowerment in smoking prevention programs. In this study, the PAR cycle started with a prestep stage through interviews with village heads, community leaders, youth organization organizers, observations of target resources and observations of participation in youth activities as well as forming teamwork with target participants. The diagnosis stage consists of three activities, that is, focus group discussions with youth groups of male and female, youth assessment of empowerment domains through the Participatory Rural Appraisal (PRA) with the Empowerment Assessment Rating Scale (EARS) and measuring individual and group involvement levels related to the smoking behavior prevention program by questionnaire. The EARS assessment results were presented in the action planning stage, followed by a discussion on youth empowerment plans and strategies. In the action stage, activities and programs are planned according to the planning discussion, that is: training in healthy life skills (outbound and training) and initiating youth health programs without smoking called “Remaja Berdaya Sehat Tanpa Rokok” (Empowered Youth Healthy Without Smoking) or the JayaStar Program. After these community participation activities, the evaluating action stage will assess the empowerment domain in the youth groups, conduct focus group discussions with parents, evaluate the impact of empowerment on individual and group changes with a questionnaire and facilitate self-reflection by the youth community called Madiska.

This protocol describes a doctoral research project on developing a youth empowerment framework in smoking prevention programs through PAR. The intended study will provide valuable information on the planning, implementation and evaluation of youth empowerment in the prevention of smoking behavior.

This research project is expected to contribute to the literature relating to PAR for rural settings and the use of empowerment strategies to prevent youth smoking behavior. The results can be replicated in the same settings, but the process of empowerment must still be adapted to the characteristics and local wisdom of the community.

Gender inequalities in income and wealth make women particularly vulnerable to poverty. Participatory Rapid Appraisal (PRA) is a research process, which enables practitioners to uncover an unmet need or an under‐served group within a community. The study focuses on a case study chosen to illustrate the strengths and limitations of using PRA as a method to assess the health and social needs of women in a deprived inner city area of North Belfast. The study demonstrates that PRA can provide a greater insight into gender inequalities and unmet health and social needs.

This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have increasingly created social innovation (SI) programmes, as a way to achieve United Nations Sustainable Development Goals. These community-oriented and field-based programmes are difficult to ally with conventional classroom education. This study explores how these programmes could integrate the participatory approach and what would be the benefits. It also investigates the effectiveness of the experiential learning approach for teaching sustainability.

A case study method is used to document SI projects initiated by an HEI programme in rural India.

It was found that the participatory approach contributes to empowering communities and also benefits the students in terms of academic, professional and personal growth. Empirical findings show that experiential learning is an efficient method to teach sustainability. Ultimately, both pedagogical approaches are found to be mutually beneficial.

This study fills a gap in the literature, by providing empirical evidence on how HEI can implement innovative educational strategies such as participatory approach and experiential learning in their programmes towards teaching sustainability. A conceptual model for HEI interested in developing similar programmes is also proposed. To the best of the authors’ knowledge, this study is one of the first studies focusing on the context of Indian HEI.

Most of the people in the world are poor, so if we knew the economics of being poor we would know much of the economics that really matters.T.W. Schultz, Nobel Prize Lecture 1980

The purpose of this paper is to implementing environmental education concepts to manage environmental health impacts by letting the people in the community learn through the participatory learning process.

The participatory action research (PAR) and the environmental education concept were conducted in managing the learning process for the people in Map Kha Sub-district, Rayong province. The purposive sampling technique and the stakeholder analysis were used to derive the informants of this study. They are those people living or working in the Mab Kha Sub-district area at least 2 years, aged more than 20 years old, and were willing to participate in all steps of the study. A total of 30 informants were divided into three groups as follows: The Key Informants, The Casual Informants and The General Informants. Data collection employed workshops with three techniques – Participatory Rural Appraisal (PRA), Future Search Conference (FSC) and Appreciation Influence Control (AIC) – to organize cooperative learning processes to managing environmental health impacts. The Content Analysis was utilized in this study through the categorization, grouping, analysis, interpretation and systemization of data. The study period was from June 2014 to December 2015.

The study found that most people are concerned and aware of the environmental pollution problems affecting the health in the areas and need to solve such problems. They are also prepared for various problems. However, they face the problems on that they still lack of the chance to be informed about the information on the pollution problems and lack of the chance to participate. For the participatory learning process used to manage the environmental health impacts in the industrial community, it is found that the people and the leading network partners perform well through the knowledge building process on the environmental pollution problems and the planning and evaluation lead to desired behavior of people and industrial community to manage environmental health impacts.

The study results emphasized that the participatory learning process of the network associates was the critical key in forming the community power to manage the environmental health impacts. Therefore, the learning process should be easy, not complicated, take a short time and be friendly that will make the community understand the problem and help protect the environment systematically.

Due to the “European Union Framework Directive on Safety and Health at work” (Directive 89/391/EEC, 1989), every employer is obliged to avoid psychosocial hazards when designing work. Little is known empirically about the barriers that workplace actors experience while developing and implementing OSH measures that prevent psychosocial hazards. The purpose of this paper is to explore barriers, causes and attempts to overcome them and discusses them with reference to relevant theoretical concepts and models that help to explain how these barriers hinder the development and implementation of OSH measures.

Semi-structured interviews with workplace actors in charge of psychosocial risk assessment (PRA) were conducted in 41 business cases, and transcripts were analysed using a thematic analysis approach. Barriers, causes and attempts to overcome them were extracted inductively and discussed with reference to relevant theories and explanatory models.

The complex nature of psychosocial risks, hindering general beliefs, lack of a perceived scope for risk avoidance, lack of assumptions of responsibility among players on all hierarchical levels, discrepancies between formal responsibility and decision authority, and low reflexivity on processes of development and implementation of interventions were described as barriers. Causes and attempts to overcome these barriers were reflected upon by workplace actors.

Recommendations on the organisation of PRA will be given with respect to the reported results and relevant research in this field.

This qualitative study explores the barriers to developing and implementing OSH measures to eliminate psychosocial hazards, from the perspective of actors in charge of PRA, and why they might fail.

The purpose of this article is to highlight the multifaceted nature of financial exclusions, the range of potential needs that require addressing via financial inclusion policy and grounded initiatives, and emphasise that future “new models of affordable credit” must be framed by, and embedded in local communities.

Documentation and analysis of an innovative participatory consultation that explored the perceptions and financial needs of a local population through use of participatory appraisal is used, one of a growing family of participatory approaches that is recognised as taking a “whole community approach” to conducting action research.

Provides evidence of the range of services actually available to the “financially excluded” in a so‐called disadvantaged area, reasons for their use (or lack of), and the needs, wants, and/or desires to be fulfilled by any local “ideal” form of financial service provision.

The research suggests any financial inclusion solution must be sensitive and responsive to the varied circumstances and multifarious financial needs of local communities – one‐size‐fits‐all models of financial inclusion will have limited success due to the heterogeneous local manifestations of financial exclusions, the variety of perceived needs, and the variances of both of these over space and across social groups. More research is needed in other locations to explore geographical/social differences in such problems and needs.

This paper presents the findings of an innovative participatory consultation used to directly underpin and inform a local financial inclusion initiative.