Although Education Action focuses mainly on Reflect it also contains articles about other education work. We have only included information relating to Reflect here - and have focused on the more recent editions of Education Action. Past editions of Education Action are available - please email the current editor for details.
Issue 18: January 2004 pdf version click here
Governance and Reflect
Kate Newman shares insights about Reflect and Governance work in Nigeria, South Africa and Nepal.Positively Active: the work of Kindlimuka in schools
Kindlimuka are HIV activists in Mozambique who have been working on HIV prevention in primary and secondary schools in and around Maputo.'Towards an AIDS-free generation': the role of peer education in Botswana's HIV/AIDS strategy
Kate Carroll highlights the challenges and ersponses to combatting AIDS in Botswana.Our Group... Grupo Venancia
Eduviges Solis writes about the egalitarian structure of her organisation in Nicaragua and how Reflect comlpements their ethos.Information is Wealth: information and communication in five Reflect circles in Bolangir
Sigrun Rottmann reports on her visit to Reflect circles in Orissa, with a particular focus on the role of, and opportunities for, quality information in the lives of the poorest there.From Rhetoric to Reality: ownership and participation
Hannah Beardon expresses concern about the popularity of the term participation, and questions the depth of understanding and application of the concepts in development projects.Vicious Weather: a story of flood relief, corruption and the value of information
Subrat Rout gives a critical analysis of 'natural' disaster in Orissa, highlighting the links between political responses, access to information and the impact of the recent floods.Policy issues in primary education for left-out children
Alok Rath reports on the situation in India and makes some recommendations and conclusions.And other articles on Reflect in Mozambique, Peru, UK and Afghanistan.
Get Global! Citizenship beyond borders
Get Global! is a teachers' guide on how to facilitate and assess active global citizenship in the classroom, drawing heavily on the ideas of Reflect. Here, Joanne Price provides an introduction to Get Global! and reviews some of the activities featured in the guide.Reflect and Sex Workers: A once in a lifetime experience
Maria Nandago, of PAMOJA, gives her impressions of visiting a Reflect circle of sex workers in a brothel centre in Bangladesh.The Sound of Silence: Difficulties in communicating on HIV/AIDS in schools
Tania Boler and Amina Ibrahim report on the findings of a collaborative reearch project between ActionAid Kenya, India and the UK, which looks at obstacles to delivering successful school-based AIDS education and how these could be addressed.... And the children dreamt anything but brick making
Alok Rath repotrs on an innovative education programme for children of migrant families in Balangir.Research and Mobilisation on Education Costs
Kate Newman reports on an eight-country research project into the costs of education.New Approaches to addresing complex trauma and psychological challenges in Africa
Julie Adu-Gyamfi explores how Reflect could help people to deal with the traumatising effects of conflict.Urban Literacies and Livelihoods
Summary of a report on Literacy and Livelihoods in Urban Contexts, which draws on four Reflect case studies.Reflect with Youth in Ghana: Another dimension to community development
Julie Adu-Gyamfi highlights a programme providing an empowering environment for youth to influence social change in their communities in Greater Accra.Reflections from the World Social Forum, Brazil
Desiree Lopez looks back on her experience of using Reflect in Canada with immigrant and refugee women.International Reflect Circles: myth or reality?
Kate Newman and Hannah Beardon offer their own analysis of the structure and direction of CIRAC, questioning its current effectiveness and inclusiveness and offering suggestions for a way forward.And other articles on Reflect in Canada, Nigeria, Honduras, Bangladesh and Tanzania.
Participatiory Vulnerability Analysis, Emergencies and Reflect
Ambika Prasad documents the potential of using Reflect in conjunction with participatory vulnerability analysis to prevent disasters and emergencies impacting the most vulnerable.Reflect with Refugees - Shaping the New Direction
Julie Adu-Gyamfi looks at the challenges of adapting Reflect to work with Refugees in the UK. This is followed by some suggestions by Kate Newman and Kate Metcalf on: Adapting Reflect tools for work with Refugees in the UK.An Autopsy of Reflect in practice as a participatory approach
Shazzad Khan reflects on Reflect practice in Bangladesh - highlighting the need for wider community engagement to achieve broader social change.Reflect Methodology: Facilitating women's empowerment through micro-finance in Uganda
Maria Nandago looks at how micro-finance and women's empowerment in Uganda could be strengthened through the use of Reflect. The article also gives some questions to consider when discussing credit and loans.Evolution of Reflect practice: Major trends and learning
Bimal Kumar Phnuyal discusses Reflect in Asia, highlighting three different trends which explain how Reflect is being used in Asia today.Update on Information and Communication Technology and Reflect Project
This short update outlines a new project linking Reflect and ICTs which is being funded by DfID and will run in Burundi, Uganda and India.Get Global: Global Citizenship and Reflect in UK Schools
This short update explains how Reflect is being used in secondary schools in the UK to encourage students to develop skills of enquiry, understnd the world as a global community and make a difference through action.Cultural Diversity and complementarity in action (witness of a participant): overview of the CIRAC meeting, Brazil, June 2002
François Niada gives his view on the third meeting of the International Reflect Circle - summarising key discussions and exchanges which took place during the meeting.The baggage of literacy
David Archer draws attention to the negative connotations of the term literacy, challenging and questioning commonly held assumptions about literacy.
Peace Building through Communication in Burundi
Highlighting the new and innovative uses of Reflect for peace and reconciliation work in Burundi, written by Jane Bennett after a recent visit.New Directions for Literacy and HIV
Report from a recent workshop looking at possible convergences between the participatory methodologies of Stepping Stones, which focuses on communication and sexual health, and Reflect.Adapting Reflect for Refugee Camps
Report of recent Reflect work in Mayukwayukwa camp in Zambia, looking at the key issues for potential participans, and the extent of work and learning regarding establishing Reflect groups in such a context.We count too: Numeracy and Reflect in Southern Africa
Article by Kate Newman highlighting recent work in Southern Africa linking Reflect with numeracy, local government accountability and development.A Model of Disasters: Reflect training in an earthquake zone in El Salvador
Recent training held in a community devastated by the earthquake of February 2001 was quite traumatic for participants and trainers, but finished with some reasons for hope and optimism.From Teaching to Using Literacy: the transformation of Reflect in India
In Balangir, India, Reflect has been integrated into a broader process of planning and action, focusing on the systematic use, rather than simple teaching, of literacy. Report by David Archer, after a recent visit, and Dharitri Patnaik, of ActionAid India.Reflect in Action in Bubel Village, Balangir
Following from the previous article, this specific example of Bubel village highlights stories of how the Reflect circle has united to confront authorities and assert their rights."everything is done with such energy and joy" - Strengthening Community Through Reflect in Brazil
A community of landless families in Brazil explain for themselves the impact Reflect has had on their efforts to build a new, democratic community.A New Direction for Literacy in Peru
This article shows how a Reflect perspective has been used in Peru to influence a national-scale government literacy programme.
Reflect: A forum for Dalits to organise for their rights in Nepal
This article explores how Reflect Centres in Saptari District, Eastern Terai, have been instrumental in the emerging Dalit (untouchable) Rights movement in this area.Using Reflect to tackle domestic and sexual violence in Peru: CADEP's experience
In November 2000 Reflect was radically adapted in Peru - this resulted in an intensive process of learning and action around domestic and sexual violence.Review of 13 Evaluations of Reflect
In 1999 and early 2000 a series of external evaluations were carried out. This article draws out the key points from Abby Riddel's consolidated analysis of the 13 evaluations.The Global Reflect Survey - insights and analysis
Over 100 organisations responded to a survey sent out with Education Action Edition 13. The full results and analysis of the survey are available on the website - this article provides an overview of the responses.From participation to power analysis in ActionAid
In January 2000 a Participatory Methodologies Forum was held in Bangladesh. Recognising that 'only with a deep awarness of power at all times and at all levels can we use participatory processes effectively' the participants looked at their own personal experiences of power and power relationships within ActionAid.From Bangladesh to Brazil: Resonances in Reflect training
There have been various innovations in Reflect training around the world - although the many approaches have developed independently, at national level, and different language has been used, there are many underlying similarities in the training principles.The need for 'restructuring' Reflect training programmes
Quality of Training is key in the way Reflect programmes develop. This article explores how training workshops in Nepal can be reconceived, thus improving the way Reflect works on the ground.
Learning global lessons: Reflect and the 'literacy hour' in British primary schools
This article describes a development education publication designed for use by teachers in UK schools drawing on Reflect methods to help children achieve statutory literacy targets.Reflect in Canada: Pebbles in the Sand, ESL Literacy for immigrant Women
Pebbles in the Sand uses Reflect to enable immigrant woment to develop skills needed in both the area of literacy and in accessing mainstream programmes and services in Canada.Reflect - Action workshop in Zerain, the Basque Country
In June 2000 a Reflect workshop took place in the Basque Country this article outlines the workshop and describes a participant's personal impressions of the process.Building people's action by consolidating their learning - Pakistan
The impact of Reflect on people's daily lives is explored in this article - looking at how people identify and analse power relations and their own potential for action for transforming reality.Reflect, Susan, and her empowerment
By using the example of Susan the idea of empowerment, and how we evaluate empowerment is critically analysed.Words and action: The implications of Dakar for adult literacy and Reflect
NGO pressure meant that the final Framework for Action approved at the Education for All summit re-stated the Jomtien commitment to adult literacy - the challenge is now to hold governments and donors accountable.The contribution of Reflect to peacebuilding and reconciliation in Burundi
Reflect is being used by various NGOs in Burundi to bring Hutus and Tutsis together - it has been instrumental to the peacebuilding work in this area.The formation of the International Reflect Action Circle
In March 2000 the International Reflect Circle came into being - some of the principles and processes used to define the circle are discussed here.Democratising Cooperatives Abel's Story
When Abel used some of the ideas of budget analysis to challenge the way his cooperative was functioning it had some very powerful results.
On the role and potential of Reflect in the Gotti
The Gotti is a traditional community forum for discussion. This article explores how many villages in the four tribal mandals (districts) of East Godavari, India, have been using Reflect in their meetings to help frame their analysis - deepening their discussions, making them more participatory and democratic.Education for gender empowerment Reflections on Reflect
Words like gender and empowerment are used all over the place - so frequently that they often become sterile definitions. Ramdas highlights how a strong political perspective is needed to understand and work with gende,r commenting that Reflect has great potential here.What is Reflect? A Nicaraguan perspective from La Cuculmeca
La Cuculmeca describe their understanding of Reflect - focusing on how Reflect is often found where we don't even think or talk about it.
Discovering new definitions of Reflect the first Central American meeting
This article focuses on the process used in the first Central American Reflect meeting - highlighting different tools, techniques and games which allowed participants to explore their own values and attitudes.Reflect in Mozambique
Reflect in Mozambique is being implemented by a partnership between government and civil society organisations. This article gives a background to the context in Mozambique explaining how and why the Reflect programme was initiated.Partcipatory visual methods with children
Although the majority of Reflect experience has been with adults many PRA tools can also be used with children. This article explores work with children in Nepal, India and Bangladesh.
Making Reflect Reflect in Southern Africa
Key Practitioners from South Africa, Mozambique and Malawi met in November 1999 to look at how to make Reflect Reflect - breaking from the mould and mentality of past Functional Adult Literacy work.Reflect and budget analysis
Drawing on work in El Salvador this article looks at how Reflect techniques could be used in budget analysis - focusing specifically on how budgetary decisions are made - and who has the control.Evaluating Reflect
This article outlines the various external, national level, evaluations of Reflect which took place in 1999 (see the article in Education Action 14 for more details).
How to make your own campaign video
Using the practical example of how the 'Education is Life' video was made this article gives guidelines about how and why a campaign video could be made.Fighting Poverty together: A new era for ActionAid
This article explores the links between ActionAid's new strategy - which involves ActionAid becoming a 'movement' rather than just an 'aid agency' - and Reflect.Women's Rights as Human Rights
Context and content of a workshop held in Ireland, with participants from the both traveller and settled community is described here.Reflect in Ireland
In October and December 1998 Training of Trainers workshops were held in Ireland - the process and learnings are summarised in this article.Reflections on Reflect training
This article shares some of the key learning that emerged from the review of Reflect training programmes in Uganda.Reflections on the spread of Reflect
This is an 'outsider's' view on how Reflect has spread - comparing the history of Reflect with that of participatory rural appraisal.Moving beyond literacy: A new vision of Reflect in Latin America
This article focuses on 'CODECOS' of Central America. This are work collectives, which use Reflect methodology to encourage community development in an integrated and sustainable form.The first global Reflect Conference, India - November 1998
130 participants attended the first ever global conference on Reflect. This article describes the two different parts of the conference - which include visits to Reflect circles and working groups examining specific aspects of Reflect.We need to re-invent hope: The legacy of Paulo Freire
Luis Orellana reflects on the who Freire was, and the contribution he made to various aspects of life.
Theatre for Development
Jane Plastow introduces Theatre for Development and its potential as a means of enhancing learning and empowerment opportunities in a wide range of communities.Facilitators can do it for themselves El Salvador
There have been many discussions concerning whether a manual should be used, or how it should be produced - this article explores the technique being used in El Salvador where facilitators produce the material themselves.Mobilising the Untapped Resources
'Planning for Real' is an approach to involving local people in local planning - it uses some of the same principles of visualisation and participation involved in Reflect.Africa and Adult Literacy : Conference on Reflect on a large scale
The heads of adult literacy departments from 17 African countries, representatives from international agencies and NGOs met to discuss the scaling up of Reflect, this article summarises the key considerations of the conference and the declaration which was made.Questioning Community Development and Reflect
Drawing on the discussions at a workshop, held in Nicaragua to share experiences about Reflect and community development, this article challenges what we mean by development, participation, and research - identifying mistake made by devleopment organisations.Facilitator Empowerment A case Study for Nepal
Reflect Facilitators are both members of a community and Reflect practitioners - what do we mean by empowerment and how can we say that facilitators are empowered by their involvement with Reflect?Numeracy and Reflect
This article questions what is mathematics - and how can numeracy be linked with an empowerment process. It calls for a break with traditional methods for learning mathematics, emphasising the need to build on the skills participants' already possess.Gender Training and awareness raising with men in Nicaragua
This article describes the work of a Nicaraguan NGO - CANTERA which promotes workshops with men - using popular education methodology to enable them to reflect on what it means to be male in Nicaraguan society and propose changes.Reflecting on Gender in Nicaragua
An international workhop on gender and Reflect was organised by Grupo Venancia in Nicaragua - looking at how the gender dimension of Reflect could be strengthened at all levels in the Reflect process.Learning from Freire for the 21st Century
Quotes and observations compiled by Habibur Rahman and Shazzad Khan from Bangladesh.
Issue 9: June 1998 (This issue was published as an edition of PLA Notes - No.32 - guest edited by the International Education Unit)
Reflections on Reflect
This article gives a brief background to Reflect - explaining its original key elements and introducing the different articles contained in this edition of PLA Notes.The Reflect process at an international level
The key learnings from the 1998 Mother manual workshop are summaried here - focusng specifically on a definition of Reflect, its basic principles and key characteristics.The organic process of participation and empowerment in Reflect
This article raises some questions aout understanding the process of empowerment - it shares practical observations, recognising that empowerment is political and that analysis of social stratification is crucial in changing power relationships.An encounter with A 17th century manual
Commenting that manuals have been around for many years Gautam suggests that the concept of a manual is inherently problematic. If Reflect is to be a radical approach to literacy it needs to avoid being constrained by such a reactionary form of text.How can Reflect be used widely without diluting the participatory nature of the process?
Examining the spread of Reflect this article concludes that a top down approach is likely to be unsuccessful than spreading Reflect through a diversity of local initatives and grassroots organisations - such organisations will provide a strong basis for innovation and ensure continuing evolution of Reflect.Reflect in practice: literacy and change in India
This article describes Reflect work as part of an independent tribal peoples' organisation in East Godavari district, India. Although there is a literacy component to Reflect work here the main focus is collectively analysing local problems - specifically in relation to agriculture and health.Reflect and empowerment: our field experiences
Focusing on experiences, in particular the role of woment, in Uganda (Bundibugyo) this article highlights the need for 'ownership' - of the circle and the process - by Reflect participants. It comments that empowerment has to be generated from within, not led from outside.Reflect, Savings and credit in Bangladesh
Drawing on a specific experience this article suggests that Reflect is effective in promoting positive change to women's status - when linked to a savings and credit programme.SEACOW and Chisa Krushkaisa
Seacow is an activist organisation which works with rural communities in Nepal - highlighting the need for fun, informality and openness this article analyses how training can enable facilitators to innovate, using culturally appropriate methods.Reflect in Oxford England
This article describes how Reflect is being used to analyse racism in Oxford - starting from a personal perspective - building relationships between the people involved (both facilitators and participants).Challenges in facilitator recruitment and training
Facilitators are key in the Reflect process and selecting them can be very difficult. This article looks at how facilitators can be recruited, and highlights the need for ongoing training and support for facilitators.Facilitator training and innovation in Reflect: experiences from Nepal
Focusing on the dynamics, methodology and content of training in Nepal this article comments that there is no blue-print for participatory training - but that it is necessary that facilitators feel empowered by the process.Empowering Trainers: an experience from Bangladesh
A Reflect Trainers' forum which encourages trainers to share experiences is described here. This has strengthened trainers' confidence and supported decentralisastion of Reflect in Bangladesh.Reflect and institutional change the experiences of CIAZO in El Salvador
This article discusses various aspects of CIAZO's work - including enabling facilitators to produce their own manuals and institutional democratisation - using Reflect to promote the restructuring of CIAZO itself.Beyond the bounded communty Reflect in Urban Settings
The homogeneous bonded community does not exist - and urban communities are particularly far from this model. However, Reflect, as a flexible approach which builds on people's specific experience, can be used to make the most of diverse urban contexts.Reflect with Children
Children are often not included in development projects - however Reflect could be used to support children's learning . For this to be the case Reflect needs to be integrated or recognised by the formal education system - it should be both fun, and like Reflect with adults should start from the context in which children live.Reflect on a large scale: challenges and perspectives
This article argues that Reflect could be scaled up in Ghana and would still be: cost effective; meet development needs; maintain its diversity and continue to be decentralised. However, there are various challenges such as: planning;, and ensuring equitable coverage which need to be considered.Gender and Reflect
A gender approach in Relfect is not just about making women equal to men, but transfroming the whole strucutre of soceity and social relations. This article gives suggestions about why gender is important, how to deal with conflict and how to strengthen gender in Reflect and PRA exercises.The evolving concept of literacy in Reflect
This article explores literacy in Reflect - looking at the ways in which literacy is related to power, and suggesting dynamic ways to visualise literacy, as conceived in Reflect.Numeracy in Reflect
This article highlights the importance of numeracy in Reflect - focusing on the mental/written divide and some principles which should form the basis of how numeracy is redefined in practice.Talking out of turn
Drawing on a three-year study of woment learners in Uganda and Bangladesh this article examines the reasons women gave for joining Reflect circles. Highlightling how women wanted to learn to talk and be listened to, to strengthen the oral forms of knowledge which often deny them to capacity to sepak as full adult members of their community.Commemoration of Paulo Freire
Phnuyal describes how Freire learnt from life. He looks at key learnings from Freire, the role of hope and the concept of the Culture of silence.
A homage of commitment to Paulo Freire
Drawing on Freire's radical educational philosphy this article suggests how we, as Reflect practitioners could best pay homage to Freire.New roots of Reflect in India
Girijan Deepika is an tribal peoples' mass organisation run by local youth - they have been using Reflect to as a practical way of making their process more participatory.Resistance to slum eviction in Dhaka, Bangladesh
There are 2-3,000 families living in the Tikkapara Bizli Moholla slum - Reflect circles were started in 1996 and have provided a valuable forum for discussing problems and for seeking collecitve solutions as well as developing participatns' literacy and numeracy skills.Radical innovations with Reflect training
Manav Kalyan Pratisthan is an organisation working with tribals near Sambalpur - Orissa. Instead of using a pre-prepared local manual MKP recruited facilitators and ran a workshop which enabled the facilitators themselves to produce a manual - increasing their ownership of the materials.Freire
Alison Norris and Keshav Guatam consider how Freire has influenced their beliefs, and their work.Creating power at the grassroots through Reflect - Nepal
ECARDS is an activist organisation. In this article they explain how Reflect, through helping to empower people at the grassroots level has resulted in concrete improvements in the participants livelihood.Gender and Reflect
Geni Gomez states that the community is not homogenous and that we need to talk about differences. Commenting that awarness of difference leads us to be concious of gender issues - she asks what do we mean by gender?Ideas for Action - Reflect
Facilitators often want to extend the analysis in the Reflect circles and don't always feel that they have the information to do so - this article proposes ways of tackling this issue and moves on to explore how facilitators can become accountable to the circles they facilitate.Obituary for Paulo Freire
Freire was one of the most influential philosphers of his generation - David Archer reflects on Freire's life.Beyond the alphabet to the discourse of power
This article is not linked up yet but will be in the future.
This article analyses how different discourses exclude different people - suggesting that people, whoever they are, can identify the discourses that disempower them and start to organise to address them.
Issues 1-7 are not available in soft copy, and mainly contain information prior to the Reflect pilot projects. The main focus of each issues is as follows:
Issue 7: Focus on Access
Issue 6: Focus on Worldwide launch of Reflect
Issue 5: Focus on Gender and Education
Issue 4: Focus on Africa and Education in Emergencies
Issue 3: Focus on monitoring and evaluation of education
Issue 2: Focus on Education Overview of ActionAid
Issue 1: Focus on PRA and LiteracyPlease email the current editor for more details.
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