Editorial (PLA Notes 48)
This special issue draws on an international workshop on learning and teaching participation in higher education (LTP), hosted by the Institute of Development Studies (IDS), UK. The workshop brought together experiences of teaching and learning participation not only in universities but also in other institutions of higher learning, e.g. research institutes and training centres for professionals. The workshop and the global dialogue around it aim to examine the role of teaching as a force for understanding and strengthening processes of civic engagement and democratic participation in development.The articles describe experiences of teaching and learning participation in a range of higher education settings, from social work education in India, to a law faculty in Peru, to national agricultural research institutes in East Africa, revealing many similarities but also differences in approaches to teaching and learning.
Participatory Learning and Action is the world’s leading informal journal on participatory approaches. Guest editors provide up-to-the minute accounts of participatory approaches in specific fields. Since 1987, PLA has provided a forum for participatory practitioners – community workers, activists and researchers – to share experiences, reflections and methodological innovations with others, providing a genuine ‘voice from the field’.
To download individual articles for ‘PLA Notes 48: Learning and teaching participation’ see 'More information' link below.