PARTICIPATORY LEARNING

Collaborative Learning and Authentic Learning are both encompassed in the Participatory style. To this combination is added empowerment of the participants. The participants govern their group and become activists on its behalf. The group is formed to serve a need in their community and to learn in the context of the community.

Why Participatory Literacy? Reasons for Designing a Custom Programme for Each Community

If you devise your own methods and your own content, based upon local needs, interests, characteristics and conditions, (ie functional) your approach will be more meaningful to both you and those learning literacy.

Phil Bartle, PhD,.
(http://www.scn.org/ip/cds/ cmp/modules/lit-why.htm)

The authoritative, knowledge- owning position of teacher or instructor changes to that of a facilitator. The learners are not passive recipients of assistance. Staff and volunteers must work side by side with them, building up their confidence in their own abilities and promoting their self-reliance. Essentially, the facilitator, has three basic roles:

The facilitator’s task is to help group members become self-reliant, i.e. able to manage planning and activities on their own. In the ideal participatory learning model the facilitator’s role will move from initiating and leading to guiding and assisting, and finally to advising. Initiating and leading, however, does not mean ‘teaching’ - and even less dictating. The participants have a lot of knowledge and expertise. It is your task to help them: a) realize the hidden potential of their knowledge and expertise; b) find ways to expand their learning skills; and c) develop the confidence to decide and do things on their own.