MA Participation, Power and Social Change

MA Participation, Power and Social Change

Linking Practice, Theory and Reflection

The MA combines academic study, practical experience and personal reflection. Students carry out an action research project related to their work, inquiring into the challenges of participation and power relations, reflecting on their actions and assumptions, and exploring what it means to facilitate change.

‘What struck me strongly was the suggestion of reflecting on yourself. The recognition and importance of your positionality, attitudes, feelings and beliefs.' Karina, Ecuador, MAP03

Students come from a wide range of professional backgrounds, including community organisations, NGOs, social movements, governments, businesses and consultancies. They work on diverse issues such as agriculture, health, HIV-AIDS, natural resources, climate change, youth, gender, community development, governance, communication, planning, evaluation and policy-making, among others.

A core component of MAP is the 12-month period of work-based learning in which students examine issues in their own practice and use the findings to benefit their organisation. Their placements are based in countries in both the global South and North, focused on a wide variety of issues, sectors and institutions. Students are supported by their employers, donor agencies and scholarships, or are self-funded.

‘My work is now situated within a broader context, the programme helped me bring positive change to my organisation.' Debbie, South Africa, MAP03

The curriculum design emphasises personal learning and reflection, critical thinking, dialogue, respect for diverse viewpoints, and appreciation of the complexity of global issues. Some key themes and approaches to learning within the MA include:

• Linking theory and practice: exploring concepts and meanings that can help to explain change, and making connections between theory and action.
• Innovating with methodology: critically testing the potential of participatory processes, methods and tools, while being mindful of their risks and shortcomings.
• Facilitating learning and capacity development: creating and supporting effective processes for generating knowledge with and by others.
• Understanding power: bringing different perspectives on power into our work, and making connections between knowledge and power.
• Reflective practice: cultivating self-awareness of our own power, identities and worldviews and how these can shape our perceptions and actions.
• Challenging orthodoxies: taking bold risks and asking ‘why should things be thought or done the way they usually are?' and ‘what are the possible alternatives?'
• Organisational learning and change: facilitating processes of reflection and change within and between key actors and organisations.

Programme Structure

‘The design of the programme meant I could carry on working, studying away was also easier.' Andy, UK/South Africa, MAP03

The MA is designed in three parts, combining two terms of academic study and skill development at the Institute with a year-long period of work-based learning and action research in the context of professional experience and practice:

• In Part One, students spend a 10-week term at the Institute exploring theories, concepts, practices of participation, power and social change, as well as attending a lecture course on key ideas and concepts in Development Studies, and writing an Analytical Paper on their topic of interest. Students also learn methods and skills of participatory research and reflective practice, and develop a Learning Plan in preparation for the next stage of the MA.
• Part Two is a 12-month period of experiential learning and action research in a work or volunteer placement arranged by the student. (This should be agreed with your host institution before applying for the MA). Learning is enhanced during this period by keeping a reflective journal and collecting a portfolio of evidence; by long-distance support from a faculty supervisor; and by a Progress Seminar held at IDS half way through Part Two.
• In Part Three, students return to IDS for a final 10-week term in which they submit a Reflective Essay and Portfolio providing evidence of their learning and give presentations about their experience and findings. Students also choose an Options Course from those on offer to MA students at IDS, and receive support to complete their research and prepare a 10,000 word Synthesis Paper. (This is due one month after the end of this term).

‘MAP has helped me be a more critical thinker, so that I am more responsive than reactive.' Tamara, USA, MAP03

The focus and location of the work-based learning during Part Two is very much up to the student. Many continue with their current employment or voluntary work, arranging a study leave for the two terms at IDS. Others choose to undertake a new assignment or position, in a different location. An advantage of this programme is the ability to continue working for 12 of the 18-months' enrolment. Students and their organisations should expect that at least 25% of the student's time will be devoted to their work-based research and learning activities during Part 2.

Learning Outcomes

The MA in Participation, Power and Social Change is designed to leave students with key strengths and capacities in the following areas:

• An understanding of conceptual, theoretical and methodological approaches to participation, power and social change as applied to practical challenges in development and governance;
• Practical concepts and skills in participatory processes and action research, including design, management, facilitation, communication, networking, evaluation and teamwork;
• Abilities of critical thinking, analysis and reflective practice, and personal development of values and attitudes useful in pursuing participatory approaches.

Students who have completed the MA in Participation, Power and Social change often continue to advance in their current jobs or find other opportunities in local, national and global organisations within the voluntary, public or private sectors. The degree is particularly suited for people who see themselves as facilitators of dialogue and learning, whether in communities, institutions or wider networks. Some graduates decide to continue their studies and pursue an additional degree.

Outline of Courses

Part One (12 weeks - autumn term)

• Core Course One: Ideas in Development and Policy, Evidence and Practice in Development.
• Core Course Two: Foundations of Participation: Concepts and approaches.

Part Two (12 months, January to December)

• Distance learning in work-based context: Applications of Participation: Field-based learning and action research.

Part Three (Spring term, following completion of Part Two)

• Core Course Three: Choose one full-length course according to interest.
• Individual and group study linked to preparation of synthesis paper: Critical Reflection and Analysis: Integrating theory and practice, leading to 10,000 word synthesis paper under the supervision of a faculty member.

Professional Skills Workshops will run through the terms.

Part 1: Autumn Term (10 weeks, Oct-Dec)

Ideas in Development and Policy, Evidence and Practice in Development

This course is the foundation for all the Masters' programmes at IDS. It provides students with the opportunity for shared learning across the different programmes as well as to meet IDS researchers from across all the disciplines and points of view represented in the Institute. A weekly lecture series provides students with an appreciation of different perspectives on development theory as presented by some of the Institute's most distinguished Fellows. Each lecture is followed up by a tutorial that allows students to explore further the issues raised in the lecture and consider how these relate to their own specific area of study.

Foundations of Participation: Concepts and Approaches

This course is also in two streams. The first, "Power, Participation and Social Change", provides a grounding in concepts and theories useful for understanding and shaping social change and influencing development policy and practice. Theory is introduced as a lens to illuminate pathways for action. Concepts and processes are explored with case studies developed by the participants, drawing on their own experiences. The second stream, "Action Research and Reflective Practice", introduces a range of key traditions, concepts and methods of action research, participatory research and reflective practice used within processes of development and social change. Students develop familiarity with selected research methods and skills as preparation for their work-based action research during Part Two.

Part 2: January to December (12 months)

Applications of Participation: Field-based learning and action research

This element is a 12-month period of field work carried out while working with one or more organisations engaged in the application of participatory approaches to development, citizenship, policymaking or governance. Based on the student's approved Learning Plan, this element emphasises practical application, action research and critical assessment of concepts and approaches to participation, as well as personal reflection on ways of acting for change. Learning in Part Two is monitored through quarterly student progress reports, and a reflective essay, to be accompanied by a portfolio of outputs documenting learning during the period. Students also return to IDS for a one-week Progress Seminar halfway through this period, during which they make a presentation on their progress and meet with their supervisor.

Part 3: Spring Term (10 weeks, Jan-Apr)

Core Course

One course may be selected from a range on offer, which may include the following: Politics of Implementing Gender and Development; Empowering Society; Democratisation and Development; Global Governance; Public Management and Organisational Development; Research Methods and Vulnerability and Social Protection.

Critical Reflection and Analysis

This is a final, intensive ten-week unit of independent and group study building on the first two parts of the programme, preparing to write a 10,000-word synthesis paper drawing together with the conceptual and practical elements of the programme. This includes thematic group seminars to reflect on field experiences and to share work in progress, individual presentations, plus additional theoretical and skill inputs as required to support the writing process. Approximately five weeks of this ten-week residential period will be dedicated to writing, with supervision available from the IDS faculty.