03131nam a22004332u 4500001000400000003000900004005001700013007001400030008004100044040003700085082001200122100001800134245014700152260012500299300002100424500006300445500006400508500005000572520142900622533008102051650005802132650002802190650002502218650002802243650003102271650003302302650002302335650002602358650002802384650003302412650002702445650003602472650002002508653002702528653001302555655003002568655003302598710006602631832BD-DhAAL20150921151702.0he u||024||||150921s1977    xxu ||| bt    ||| | eng d  aericdbengcericddMvIdBD-DhAAL  a301/.011 aHall, Budd L.10aCreating Knowledge/ha monopolybBreaking the Monopoly; Research Methods, Participation, and Development. Working Paper No. 1 /cBudd L. Hall.  a[Washington, D.C.] :aNew Delhi :bDistributed by ERIC Clearinghouse,bSociety of Participatory Research in Asia,c1982.  a209 p. ;c22 cm.  aSponsoring Agency: Hazen Foundation, New Haven, CT.5ericd  aERIC Note: For related documents see CE 023 039-041.5ericd  aEducational level discussed: Adult Education.  aCombining community participation in decision making with methods of social investigation, participatory research focuses on involvement of the subjects of the research in the research process. Adult educators are exploring this research method which, unlike quantitative research, serves the needs of individuals and not those of policy makers who need convenient, portable information and researchers who survive economically by collecting, packaging, and selling knowledge. Renewed attention has been brought to the weaknesses of the survey appoach, the most commonly used research method. It oversimplifies social reality and is therefore inaccurate; is often alienating, dominating, or oppressive in character; does not provide easy links to possible subsequent action; and uses methods which are not consistent with the principles of adult education. Work continues on finding alternative strategies, one of which is participatory research. This concept rests on the premises that a research process can immediately and directly benefit and is part of a total educational experience for the population involved in the entire dialectic process, that its object is the liberation of human creative potential and the mobilization of human resources for the solution of social problems, and that it has ideological implications. As an example, a Tanzanian village used this process to improve low-cost grain storage. (YLB)  aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.17aEconomic development vSociological aspectsxResearch07aAdult Education.2ericd07aCase Studies.2ericd07aDecision Making.2ericd07aDeveloping Nations.2ericd17aEducational Research.2ericd07aGuidelines.2ericd17aParticipation.2ericd07aResearch Design.2ericd17aResearch Methodology.2ericd07aResearch Tools.2ericd17aSocial Science Research.2ericd07aSurveys.2ericd1 aParticipatory Research0 aTanzania 7aReports, Research.2ericd 7aInformation Analyses.2ericd2 aInternational Council for Adult Education, Toronto (Ontario).