Although participation is often thought of as a good thing, it is not easy to achieve. Many people involved in development see participation more as a problem than an approach worth following. This is often because approaches, which are claimed to be participatory, are actually quite the opposite. Or it may be because some professionals and practitioners try to follow the same ‘blue-print’ for participation in every context. This is not realistic, or an appropriate way to work. To avoid falling into the trap of ‘forcing’ participation in ways which do not suit the local environment, it will help you if you build up a set of principles, which you can follow in order to stay on the right track.
There is no ready-made list of principles, which apply in all situations, but the following may help you set up your own list.
—The curriculum development process does not have to be dominated by one group or individual. We should aim for joint-leadership, although someone will need to make the final decisions.
—Everyone looks at the world differently. We need to respect these different views, and find out where our views coincide with the views of others.
—All stakeholders, both insiders and outsiders, have something to contribute to the process. That is why they are stakeholders. We need to find out how to help them make their contribution most easily and effectively.
—Each person makes his/her own knowledge; there is no one ‘knowledge’. We need to respect the different types of knowledge and experience of others.
—Participation is active, and involves different people practising, or ‘learning by doing’. As a result of participating, a person’s knowledge will change.
—As well as learning through their knowledge and practice, different stakeholders hold different values, attitudes and beliefs. We need to understand these, and take them into consideration when we share ideas with others.
—Every context or local environment will be different; no two situations are identical. We need to try to understand every situation, and to accept it is complex. If we try to oversimplify a situation, we will make the learning process more difficult.
Can you add some more principles of your own? If you discuss these principles with other colleagues or stakeholders, you may be surprised at what you develop.