Participatory Learning and Discourse on Local and Global Culture of the Disadvantaged
Shobhita Jain, lndira Gandhi National Open University, New Delhi, India
Indian Journal of Open Learning Volume 10, Number 2, ISSN 0971-2690 Publisher: Indira Gandhi National Open University
Abstract: Within the domain of strategies and policies of education and training, this paper focuses on the agency of learners and promotion of continuous dialoguehnteraction among the partners for generating learning resources. The partners are: the learners, faculty members (referred here as course managers), academic collaborators, information technology specialists and employers or potential employers of learners. The networking among partner presumably takes place at different levels and in different sites of the Project -SAVlNl The first part of the paper deals with the proposed models of participatory pedagogy, which follows the strategy of empowering the agency of learners by recognizing their role in designing a flexible learning system, using the technique of open space dialogue. Bringing the learners to a level playing field through the process of networking for sharing experiences and resources enables the course managers to generate a sufficiently higher level of interactivity that boosts a learning outcome beneficial to the learners as well as the other partners. This is aided by an effective use of available tools of user-friendly information technology by the learners themselves. The second part of the paper discusses the author's experiments in participatory pedagogy, during the course of planning, developing and launching several programmes of study at IGNOU. These helped the evolution of the policy of developing interactive and groupcentered learning through converging open (read interactive and collaborative) learning and distance.(read individualized, customized and virtual) modes of education. The author has followed a path of developing the multi-media learning package with the learners, accepting them as the 'experts: who would decide about learning methods, learning outcomes and evaluation methodologies. Concluding part of the paper emphasizes that the basis and rationale of the above strategy and policy are the dynamic relationship between the participatory process as a means (to achieve the goal of capacity building of learners) and the participatory process as an end (to entpower the learners so that they can meaningfully participate in the development process).
Jain, S. (2001). Participatory Learning and Discourse on Local and Global Culture of the Disadvantaged. Indian Journal of Open Learning, 10(2), 159-173. Indira Gandhi National Open University.