Sharing and Co-generating Knowledges: Reflections on Experiences with PRA1 and CLTS2

Robert Chambers

doi:10.1111/j.1759-5436.2012.00324.x

Abstract

The evolution and spread of PRA (Participatory Rural Appraisal or Participatory Reflection and Action) and CLTS (Community‐Led Total Sanitation) have involved activities of sharing and co‐generating knowledge which can loosely be considered a form of Action Learning. Key activities for this have been sequences of participatory workshops which have evolved as creative collective experiences fed by and feeding into wider networking and dissemination. These workshops have been occasions for sharing practice and collating experiences, and going beyond these to generate ideas and evolve and agree principles and good practices. Critical reflections concern power, planning and process, theory of change and impact, lessons learnt, and an ongoing learning process.

Highlights

Introduction and purposeThe purpose of this article is to examine and draw lessons from experiences with two participatory methodologies – PRA and CLTS
CLTS is a more specialised movement that has drawn on the PRA tradition and practices
In what follows I shall focus on those activities in the evolution of PRA and CLTS which concern combinations of sharing and co-generating knowledge and ideas about principles and practices

Summary

Introduction

In what follows I shall focus on those activities in the evolution of PRA and CLTS which concern combinations of sharing and co-generating knowledge and ideas about principles and practices. Both PRA and CLTS have entailed participatory processes for innovation and the co-generation of knowledge with people in communities.

Objectives

Results

Conclusion