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Empowerment
To empower is to give power or to enable. As a process, empowerment fosters capacities in individuals, groups and communities to make purposive choices and to transform those choices into desired actions and outcomes. As a transformational approach, it takes into account the felt needs of the actors and encourages collective involvement. However, such mobilizations and the actors' transformative agency do not develop in a flash. Social and political contexts too emphasize particular issues around which transformative initiatives tend to get organized. Participatory Action Research creates conditions that foster empowerment and initiates alternative paradigms of change based on the principles of social equity and justice.
This entry discusses the underlying assumptions of empowerment paradigms. The first section reflects upon the notion of power. The second section situates the issue of unequal power relations in the context of knowledge production and its use. The third section defines empowerment, analyzes its dimensions within the framework of knowledge production and utilization and highlights the importance of Participatory Action Research in facilitating the process of reflection, analysis and action.
Understanding Power
At the heart of the concept of empowerment is the idea of power. There is, however, no one way of understanding power. Its meanings are diverse, ranging from the pejorative to the positive, from absolute domination to collaboration and transformation.
Power has two central aspects: (1) control over resources (physical, human, intellectual, financial and the self) and (2) control over ideology (beliefs, values and attitudes). The stratification and hierarchy within society excludes some individuals and groups from accessing valuable resources that confer power. Powerful groups have access to and control over the resources and mechanisms that shape social, cultural and ideological notions of what is normal, acceptable and/or safe. They have access to formal rules, structures, authorities, institutions and procedures of decision-making. They can exert control over the decision-making agenda by devaluing, discrediting and excluding the concerns and representation of less powerful groups. The views and meanings of people who control strategic relationships and resources are frequently thought of as ‘real’ and are regarded as unquestioned ‘givens'. Internalization of the ideologies of power relations as a natural state of affairs affects the ability of powerless groups to participate influentially in formal and informal decision-making. Powerlessness is, therefore, linked to the devaluation of their own knowledge by those who are powerless.
The most commonly recognized dimension of power is domination—power over others. Broad historical, political, economic, cultural and social forces inculcate certain abilities and dispositions in some actors to affect the actions and thought of others. Having ‘power over’ has pejorative associations with repression, force, coercion, discrimination, corruption and abuse. In the absence of alternative models and relationships, people tend to repeat what we can call the ‘power-over’ pattern in their personal relationships, communities and institutions.
The ‘power-over’ dimension takes on visible, hidden and invisible forms. Visible power derives from the formal or public rules and processes governing interpersonal processes such as membership in collectives, electoral laws and budgets. Hidden power determines which agents/agendas become part of interpersonal processes and the ability to control (often from behind the scenes) the settings in which agents interact. Invisible power is defined through the processes of socialization, culture and ideology that undergird what is considered normal, acceptable and safe. This kind of power constitutes and maintains the macro-political economy and serves to define the possible field of action of others.
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- Alinsky, Saul
- Argyris, Chris
- Bateson, Gregory
- Boal, Augusto
- Chataway, Cynthia Joy
- Dewey, John
- Emery, Fred
- Fals Borda, Orlando
- Freire, Paulo
- Gadamer, Hans-Georg
- Horton, Myles
- Kincheloe, Joe
- Lewin, Kurt
- marino, dian
- Martín-Baró, Ignacio
- Nielsen, Kurt Aagaard
- Noffke, Susan
- Schön, Donald
- Toulmin, Stephen
- Whyte, William Foote
- Wittgenstein, Ludwig
- Academic Discourse
- Agency
- Appreciative Intelligence
- Authenticity
- Bakhtinian Dialogism
- Bildung
- Community of Inquiry
- Communities of Practice
- Conscientization
- Critical Friend
- Critical Reference Group
- Dialogue
- Double-Loop Learning
- Empowerment
- Engaged Scholarship
- Hegemony
- Heteroglossia
- Heutagogy
- Identity
- Knowledge Democracy
- Metaphor
- Non-Indigenous Ally
- Organizational Culture
- Positionality
- Subalternity
- Sustainability
- Systems Thinking
- Tacit Knowledge
- Taylorism
- Technical Action Research
- Tempered Radical
- Transformative Learning
- Vivencia
- Voice
- Epistemology
- Experiential Knowing
- Experiential Learning
- Extended Epistemology
- Hawaiian Epistemology
- Māori Epistemology
- Practical Knowing
- Ubuntu
- Covenantal Ethics
- Ethics and Moral Decision-Making
- Feminist Ethics
- Indigenous Research Ethics and Practice
- Institutional Review Board
- Capacity Building
- Citizen Participation
- Co-Generative Learning
- Environmental Justice
- Knowledge Mobilization
- Local Self-Governance
- Social Accountability
- Social Justice
- Women's Political Empowerment
- Action Evaluation
- Advocacy and Inquiry
- Autobiography
- Bricolage Process
- Case Study
- Citizen Report Card
- Citizens' Juries
- Cognitive Mapping
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- Community Dialogue
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- Computer-Based Instruction
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- Conflict Management
- Convergent Interviewing
- Critical Reflection
- Democratic Dialogue
- Descriptive Review
- Development Coalitions
- Dialogue Conferences
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- Fishbone Diagram
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- Journaling
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- Storytelling
- World Café, The
- Action Learning
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- Anti-Oppression Research
- Appreciative Inquiry and Research Methodology
- Appreciative Inquiry and Sustainable Value Creation
- Arts-Based Action Research
- Asset-Based Community Development
- Citizen Science
- Classroom-Based Action Research
- Clinical Inquiry
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- Collaborative Management Research
- Community-Based Participatory Research
- Community-Based Research
- Comprehensive District Planning
- Co-Operative Inquiry
- Critical Action Learning
- Critical Participatory Action Research
- Critical Utopian Action Research
- Dialogic Inquiry
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- Grounded Theory
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- Learning History
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- Transpersonal Inquiry
- Work-Based Learning
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- Cycles of Action and Reflection
- Data Analysis
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- Gender Issues
- Generalizability
- Information and Communications Technology and Organizational Change
- Integrating Grounded Theory
- Intersubjectivity
- Meta-Methodology
- Mode 1 and Mode 2 Knowledge Production
- Quality
- Reliability
- Rigour
- Transferability
- Validity
- Antigonish Movement
- Centre for Action Research in Professional Practice
- Collaborative Action Research Network
- Community Design Centres
- Community-University Partnership Programme
- Community-Campus Partnerships for Health
- Community-University Research Partnerships
- Cornell Participatory Action Research Network
- Dig Where You Stand Movement
- Disabled People's Organizations
- Global Alliance for Community-Engaged Research
- Gonogobeshona
- Grameen Bank
- Highlander Research and Education Center
- Institute of Development Studies
- International Council for Adult Education
- International Participatory Research Network
- Jipemoyo Project
- LGBT
- Maya Women of Chajul
- Mondragón Co-Operatives
- Norwegian Industrial Democracy Movement
- Office of Community-Based Research
- Research Initiatives, Bangladesh
- Social Movement Learning Movement
- Society for Participatory Research in Asia
- Tavistock Institute
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- World Congresses of Action Research
- Action Turn, The
- Aesthetics
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- Critical Pedagogy
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- Frankfurt School
- Hermeneutics
- Ontology
- Phenomenology
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- Regional Development
- Subaltern Studies
- Voluntary Sector
- Workers' Participation in Occupational Health and Safety
- Work-Family Interventions
- Dissertation Writing
- Facilitation
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- Teaching Action Researchers
- Christian Spirituality of Action
- Confucian Principles
- Islamic Practice
- Jewish Belief, Thought and Practice
- Karma Theory
- Liberation Theology
- Mindful Inquiry
- Theological Action Research
- Activity Theory
- Complexity Theory
- Constructivism
- Feminism
- Field Theory
- Humanism
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- Living Theories
- Marxism
- Post-Colonial Theory
- Postmodernism
- Pragmatism
- Relational-Cultural Theory
- Social Constructionism
- Social Learning
- Socio-Technical Systems
- Symbolic Interactionism
- Theories of Action
- Asset Mapping
- Force Field Analysis
- Geographic Information Systems
- Ladder of Inference
- Ladder of Participation
- Learning Pathways Grid
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