Participatory Action Research and Social & Gender module Training
- viveknayan
- Mar 2, 2024
- 12 min read
Updated: Aug 12
Workshop on Participatory Action Research and Social & Gender module training with story writing
Date: 1st to 4th December, 2024
Venue: Sahbhagi Shikshan Kendra, Lucknow
Day- 1
CSEI organized a four-day residential workshop at the Sahbhagi Shikshan Kendra in Lucknow from December 1st to 4th, 2024. Fifteen organizations from the districts of three states—Uttar Pradesh, Bihar, and Delhi—participated in this workshop along with the team of 10 old champions and their mentor from Purnia Bihar was also participated in the workshop. Total of 60 members were participated in the workshop.
The workshop was specifically designed for all the Equity Inclusion Champions and the Mentors of their respective organizations. The main objective was to enhance the understanding of participatory action research and social and gender issues among all the champions. The first three days of the workshop focused on participatory action research, with sessions conducted by facilitators Gayathri and Prashant.
The first day began with physical activities, where the facilitators engaged the participants through exercises and motivational songs to boost their morale. The participants were also given the opportunity to lead activities within a circle.
Self-Realization Exercise: Reflecting on Personal Struggles and Growth
Following this activity, facilitator gathered all the participants in a hall and conducted a self-realization session through meditation. The participants were asked to close their eyes, and as they did, the facilitator drew their attention to a story. This story is about a girl, from her birth to the struggles she faces in her life, highlighting how she confronts challenges at every stage of her journey. After the story concluded, the facilitator asked the participants how they felt when they had their eyes closed and were listening to the story. Most of the participants, who were young girls, shared that they saw themselves as the main character of the story and related it to their own lives. Many of them recounted personal experiences where they had faced challenges within their families and societies.
This activity allowed the participants to reflect deeply and connect the story to their own experiences, fostering a sense of self-awareness and empathy.
The facilitator explained that the purpose of this activity was to highlight how we often focus on others, but rarely reflect on our own thoughts and emotions. Many times, we do not consider them important or fail to acknowledge them. Therefore, before starting any workshop, training, initiative, it is essential to understand ourselves, so that we can assess how prepared we are for the task at hand.
Introduction of the participants-
Before delving into the main topic of Participatory Action Research (PAR), the facilitator introduced themselves and asked all the participants to do the same. Once everyone had introduced themselves, the facilitators welcomed the participants and initiated a discussion on the main theme of the workshop—Participatory Action Research.
Session on “Meri Shiksha ki Yatra”: To kick off the workshop, the participants were divided into small groups and engaged in an activity called "My Education Journey (Meri Shiksha ki Yatra)." In this exercise, participants were asked to discuss the challenges girls face in their education from birth to the age of 18. They were to write their observations and experiences on chart paper and present them to the group. The participants were instructed to divide the chart paper into four sections and list the challenges and support that girls face in their education at different stages of life:
0 to 3 years
3 to 6 years
6 to 10 years
10 to 18 years
These challenges and forms of support were related to the girl's family, neighbourhood, school, and key stakeholders. After the group discussions, each group presented their findings to everyone. Some of the challenges identified during this activity included:
Preference given to boys over girls in education
Caste-based and religious discrimination
Physical, mental, and sexual abuse faced by girls
Stress and mental health issues
Lack of basic facilities for girls in schools
Lack of female teachers in schools
Pressure for early marriage
Child labour
Economic hardships
Domestic work and care for younger siblings
On the other hand, several forms of support were also identified, such as:
Scholarships to support education
Government schemes for girls’ education
Free education initiatives
Reduction in gender discrimination
Family support for girls' education
Following this discussion, the focus shifted to the challenges girls face after the age of 18 when they wish to pursue higher education or find employment. Some key issues that emerged included:
Limited access to higher education: A significant percentage of girls are still not given the opportunity to continue their education after 18, as they are married off at an early age.
Heavy domestic responsibilities: Many girls, even if they wish to study, cannot find the time due to the overwhelming household responsibilities that come with adulthood.
Social norms and restrictions: Girls who want to pursue education or employment often face societal expectations, stigma, and restrictions.
Safety concerns: Safety remains a major concern for girls who wish to continue their education or work outside the home, as they are often subject to public scrutiny and potential threats.
This session allowed the participants to gain a deeper understanding of the multi-faceted challenges that girls face at various stages of life and the support mechanisms that can make a significant difference. The discussion emphasized the need for continued efforts in empowering girls through education and addressing the barriers they face in pursuing their dreams.
Day-2
Session on Participatory Action Research:
On the second day of the workshop, facilitator Gayathri discussed the topic of research. To explain research in simple terms, Gayathri asked the participants to think about the process that happens when a marriage is being arranged. What things are researched or inquired about? The participants shared their personal experiences and mentioned various aspects, such as the background, family values, financial status, and health conditions of the potential partners.
Connecting this example to the concept of research as a systematic process of gathering, analysing, and interpreting information to answer questions or solve problems. Research is conducted to gain knowledge, inform decision-making, and contribute to the advancement of a particular field. The process typically involves defining a problem, reviewing existing literature, forming a hypothesis, collecting data, and analysing results. Gayathri highlighted the importance of research and introduced action research as a key approach. She emphasized Participatory Action Research (PAR), a research method that actively involves the community or stakeholders in the research process, ensuring that the outcomes are relevant and beneficial to them. In the development sector, PAR is particularly valuable as it empowers communities to identify their needs, take action, and create sustainable solutions, fostering collaboration between researchers and those directly affected by the issues being studied.
Facilitators further explained that everyone in the room is, in fact, a researcher. This is because, as individuals working at the grassroots level, we constantly identify the root causes behind various social issues. Research is not just for scholars in universities, but for everyone who aims to bring about change in their communities.
When discussing the research process, Gayathri explained that the first step in conducting research is to identify the problem. Once the problem is identified, the next step is to formulate a hypothesis, or a possible solution that can be tested. After that, the researcher needs to gather information or data. This can be done through various means like surveys, interviews, group discussions and observations. Once the data is collected, it needs to be analysed to understand the patterns or insights. After analysing the data, the next step is to develop solutions based on the findings. Finally, an action plan is created to implement the solution, which can then be tested and refined over time.
Facilitators emphasized that these steps are not always linear, and sometimes researchers might need to revisit earlier stages as new insights emerge. Research, she explained, is a cyclical process, often involving trial and error, as solutions evolve with more understanding.
The session aimed to help participants understand the systematic approach of research, as well as its practical application in identifying and solving social issues. This was particularly relevant in the context of Participatory Action Research (PAR), where communities themselves play an active role in both conducting the research and applying the solutions to improve their own lives. By the end of the session, the participants were encouraged to view themselves as researchers in their own right, using research as a tool to address the challenges faced by their communities.
Problem for the Research Practice:
The facilitator explained that each champion would be given a problem to investigate. The task would be to gather information, analyse it, and develop a plan to address the issue. The topic for this research would be to explore the reasons behind school dropout among girls aged 14 to 18, specifically those in grades 9 to 12. Champions were asked to collect data on this issue, where each champion would survey 10 girls in their respective areas who had dropped out of school after grade 8. After completing the survey, the next step was to conduct in-depth interviews with 5 of these 10 girls using an interview tool to gather more detailed information. Afterward, participants were required to select one girl from the 5 interviewed to create a detailed case study.
Hands-On Research Practice: Collecting Data through Surveys and Interviews
To help in the data collection process, the facilitator introduced three main tools: survey, interview, and group discussion. The session involved practical exercises where participants were divided into groups to practice these tools. Each participant demonstrated the use of these tools, gaining hands-on experience in collecting information.
The facilitator emphasized several key points to remember during data collection. First, when introducing oneself to the respondents, it was important to establish trust and explain the purpose of the research. Champions were instructed to obtain consent from the individuals they were gathering information from. Additionally, they were advised to assure the respondents that all shared information would remain confidential. It was crucial to approach sensitive topics with care; if any participant felt uncomfortable answering certain questions, they were not to be pressured or coerced into responding.
For the survey, the facilitator explained that questions should be close-ended. These questions are structured to gather straightforward, factual information—such as yes/no answers or multiple-choice questions—that can provide an overview of the issue.
In contrast, the interview would involve open-ended questions, which allow the respondent to elaborate on their experiences and feelings in greater depth. These types of questions encourage a more comprehensive understanding of the challenges faced by the girls who dropped out of school.
The group discussion method involved bringing together people who faced similar issues to discuss their shared experiences. This helps in identifying common factors and generating insights into the reasons behind school dropouts.
Day-3
The session provided participants with the tools and techniques necessary to gather reliable data and insights while maintaining ethical standards, including respect for privacy and sensitivity toward the respondents. Through this practice, participants were better prepared to conduct meaningful research that could lead to actionable solutions for the problem of school dropouts among girls.
On the third day of the workshop, all the champions practiced conducting surveys, interviews, and group discussions. The facilitator provided guidance on how to collect data correctly and effectively. Each participant practiced these methods and demonstrated them through mock exercises in front of the participants.
Action Planning: Developing a Research Plan for School Dropout Issues
A timeline was set for the research work, with specific tasks designated for each month. December was designated for planning, January for data collection, and February for data analysis. In order to implement the research process correctly, all the mentors and their respective champions from each organization were asked to develop an action plan. This action plan was meant to reflect how they intended to carry out the research in their local areas. They were instructed to ensure the tasks were completed within a set timeframe and with proper diligence.
The action plans were designed to be customized to the unique context of each champion’s area of work, ensuring relevance and practicality. These plans outlined specific timelines for data collection, detailing the methods and tools to be used for gathering information. They also included schedules for conducting interviews, ensuring they aligned with local needs and conditions.
Feedback and Reflection: Learning from the Participatory Action Research (PAR) Process
By the end of the workshop, all participants were asked to fill out a feedback form related to the workshop, specifically about the Participatory Action Research (PAR) training. This feedback was crucial for understanding the effectiveness of the workshop and for improving future training sessions. Participants shared their thoughts on the content, the facilitation, and the overall experience, providing valuable insights that would help refine the approach for subsequent workshops.
This final feedback session was a key part of the process, as it allowed the participants to reflect on what they had learned and how they would apply the concepts of participatory action research in their own communities and organizations. It also helped the facilitators gauge the effectiveness of the training and make any necessary adjustments for future sessions.
Day- 4
Session on Story Writing: Reflecting on Personal Journeys and Growth
On the final day of the workshop, all the champions were asked to write a story reflecting on their experiences over the past year. The story was meant to highlight significant events in their lives, which could be both positive and negative, and how those events had taught them valuable lessons or helped them achieve success. The participants were encouraged to share personal experiences that had led to self-improvement and made them aspire to be an inspiration for others. Each champion wrote their story with an engaging theme, sharing their journey in a way that would inspire others.
Social and Gender Issues Awareness: Menstrual Health, Adolescence, Gender, and Sex
Afterward, sessions on social issues such as menstruation, adolescence, sex, and gender were conducted. These sessions were led by Chandrakanta Bharti and Swati. When discussing menstruation, it was emphasized that it is a natural process that occurs in girls, typically starting during adolescence. Menstruation is often the first sign that a girl has transitioned from childhood into puberty.
The facilitators explained that menstruation is a cyclical process. It occurs because, each month, the eggs in a girl’s ovaries are not fertilized, and as a result, the lining of the uterus sheds, resulting in menstruation. This is a completely natural and biological process, marking a crucial phase in a girl’s development.
The resources used during menstruation, including cloth pads, commercially available sanitary pads, tampons, and menstrual cups, were discussed in detail. Champions were provided with demonstrations of these resources to enhance their understanding. The session also included an in-depth discussion on the importance of hygiene during menstruation.
Myths and facts related to menstruation were addressed, and the questions from all participants were heard and discussed. Some of the questions raised by the participants included:
· Should menstrual pads be washed before being discarded?
· Why does menstruation last only seven days in a month?
· How can one assess the quality of sanitary pads, and how can one avoid the potential harms of using them?
· Like girls experience menstruation, do boys also go through any physical changes? What type of food should be consumed during menstruation?
· What precautions should be taken during menstruation?
Detailed answers and discussions were provided for all these questions, ensuring participants had accurate and practical information. Additionally, the importance of proper menstrual health management, awareness about menstrual disorders, and the role of maintaining a healthy diet and regular exercise during menstruation were also emphasized to promote overall well-being.
The session also aimed to address common misconceptions and societal taboos surrounding menstruation, encouraging an open and informed discussion. The facilitators emphasized the importance of understanding menstruation as a part of growing up, helping to reduce stigma and promote a healthier, more supportive environment for young girls.
In addition to menstruation, the session also explored broader topics such as adolescence, sex, and gender. These discussions were designed to help the champions and participants understand the physical, emotional, and social changes that occur during adolescence. The importance of gender equality, understanding sexual health, and breaking down stereotypes around sex and gender were highlighted throughout the sessions.
These discussions were pivotal in empowering the participants with knowledge about critical social issues and encouraging them to become advocates for change in their communities. Through these sessions, the champions were equipped with the tools and confidence to approach sensitive topics and promote awareness and education in their own areas.
YLAC Digital Champions Training certificate distribution:
After these sessions, all the champions were awarded certificates for completing the YLAC Digital Champions training. This training was conducted through an online app and covered various topics such as digital security, digital well-being, digital information systems, and digital agency. Through this training, the champions gained a deeper understanding of how to navigate and utilize digital platforms safely and effectively. Additionally, the training emphasized the importance of maintaining online safety, managing digital health, and harnessing digital tools to empower individuals and communities. It also highlighted the role of digital literacy in promoting responsible online behavior, ensuring privacy, and using technology to foster positive social change. The champions were equipped with the knowledge and skills to become advocates for digital empowerment and safety in their communities.
Closing Session: Empowerment and Moving Forward with New Knowledge
The workshop concluded by thanking all participants for their active involvement and engagement in covering these important topics. The facilitator expressed gratitude for their participation and extended best wishes for their bright future. The session highlighted the value of the knowledge shared and encouraged the participants to apply what they had learned in their communities and everyday lives. With a focus on empowerment, the workshop concluded on a hopeful note, inspiring participants to continue their journey of growth and contribution to positive change in society.
