Participation, literacy and empowerment: the continuing evolution of Reflect (PLA 50)
Literacy plays a central role in people's ability to learn and participate in the development processes, through written, verbal, visual and performance communication. In this article, David Archer and Nandago Maria Goreth recount the evolution of the Reflect (Regenerated Freirean Literacy through Empowerment Community Techniques) approach, charting its early stages, as seen in PLA Notes 32: Participation, literacy and empowerment, which David Archer, Bimal Phnuyal and Sara Cottingham guest-edited in June 1998. This article describes the growing network and achievements of Reflect practitioners throughout the world and looks at some of the key challenges that lie ahead.
This special anniversary issue of Participatory Learning and Action contains articles by previous guest-editors and authors from the last 20 years who were invited to revisit their contributions and provide an update on current thinking. The overview reflects on the overlapping themes and parallels in the lessons learnt and suggestions for ways forward.
Guest editors: Robert Chambers, Nicole Kenton and Holly Ashley
Participatory Learning and Action (PLA, formerly PLA Notes) is the world's leading series on participatory learning and action approaches and methods. PLA publishes articles on participation aimed at practitioners, researchers, academics and activists. All articles are peer-reviewed by an international editorial board. See: www.planotes.org
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Available at https://www.iied.org/g02094