Let’s write! Running a participatory writeshop (PLA 61)

Journal (part) article
PDF (188.66 KB)
Published: November 2010
Participatory Learning and Action
Product code:G02810
Source publication:
Participatory Learning and Action 61 Tales of Shit: Community-Led Total Sanitation in Africa

Participatory development practitioners, particularly those from the South, face a range of barriers to sharing their learning and reflections with a wider audience. These include language constraints, time pressures and lack of experience and confidence in writing papers. These barriers are even more severe for women. This poses a problem for Participatory Learning and Action because the experiences of practitioners, particularly those from the South, are exactly those we want to capture. Recently, we have been experimenting with participatory writeshops as one way to support practitioners to contribute to themed issues. For the Community-Led Total Sanitation (CLTS) issue of PLA, Plan Kenya, IDS and IIED held a one-week writeshop in Nairobi, Kenya. This Tips for Trainers describes the CLTS writeshop, draws together some lessons for running successful writeshops, and discusses some of the challenges associated with writeshops.

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

Article in: PLA 61. Guest-edited by: Petra Bongartz, Samuel Musembi Musyoki, Angela Milligan and Holly Ashley.

Keywords: CLTS, Community-Led Total Sanitation, water, hygiene, Kamal Kar, health, PRA, scaling up, policy, triggering, training, facilitation.

To read the full table of contents or download whole issue please click on More information above.

Cite this publication

Milligan, A. and Bongartz, P. (2010). Let’s write! Running a participatory writeshop (PLA 61). .
Available at https://www.iied.org/g02810