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close this bookAction Research Report on «Reflect» - Education research paper No.17 (DFID; 1996; 96 pages)
View the documentOverseas Development Administration - Education papers
View the documentAcknowledgements
View the documentList of other ODA education papers available
View the documentAbstract
View the documentForeword
Open this folder and view contents1. Introduction
Open this folder and view contents2. Theoretical roots of the new method: reflect
Open this folder and view contents3. The REFLECT method
close this folder4. The evaluation of the projects
Open this folder and view contents4.1 Background to the projects
Open this folder and view contents4.2 Starting up the new literacy programmes
Open this folder and view contents4.3 Approaches to monitoring and evaluation of the pilot projects
Open this folder and view contents4.4 Monitoring progress & problems in the pilot projects
Open this folder and view contents4.5 Reading, writing and numeracy
close this folder4.6 Empowerment
View the document4.6.1 Self realisation
View the document4.6.2 Community participation
View the document4.6.3 Collective action
View the document4.6.4 Resource management
View the document4.6.5 Gender roles
View the document4.6.6 Health
View the document4.6.7 Children's education
View the document4.6.8 Cross case study analysis of empowerment
View the document4.7 Methodological learning
Open this folder and view contents4.8 Cost effectiveness
View the document5. Concluding reflections
View the document6. A dialogue on reflect with critics
View the documentReferences
View the documentAcronyms
 

4.6 Empowerment

"Empowerment" is a difficult term to define and is becoming more elusive the more widely that it is used. Rappaport (1986) comments that "Empowerment is like obscenity; you have trouble defining it but you know it when you see it". In essence it is something to do with giving people control over their own lives - whether in the social sphere, the political sphere or the economic sphere. Shetty (1991) identifies a number of features that can be ascribed to an empowerment approach. It is "a dynamic and ongoing process", requiring an "holistic approach", but which is "context specific... defined only within the local social, cultural, economic, political and historical context". Moreover it is focussed on "marginalised groups", "implies redistribution of power", is "democratising" but is also "very much dependent on the perception that marginalised people have of themselves". Lastly, an empowerment approach should "build self-reliance" and be "sustainable".

In the three areas where the REFLECT pilots were developed, the nature of existing power structures and people's relations to them are certainly different. The process of empowerment cannot be conceived similarly by (predominantly male) campesinos in the politicised communities of post-civil war El Salvador as by the women in Bhola Island who rarely, if ever, leave their homestead. The objectives of the REFLECT programmes were different according to these contexts and the means of defining and evaluating empowerment were thus different. Nevertheless we have attempted to integrate the analysis of empowerment across the three pilot programmes under the following headings:

Self Realisation
Community Participation
Collective Action
Resource Management
Gender Roles
Health
Children's Education

It is not possible here to present the full results from each of the pilot programmes though the full evaluations of each are available on request (from ACTIONAID, Hamlyn House, Archway, London N19 5PG).


REFLECT participants from Bangladesh articulate their enthusiasm for the approach.

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