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Empowerment Through Genuine Participation: Giving Voice to the Neglected Majority

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  • Liberatus J. Rwebugisa
  • Janet Usinger

Abstract

Empowerment is often a goal of community development projects aimed at poverty reduction; yet, ascertaining whether empowerment occurs can be elusive. This case study research examined the empowerment process. Thirty community partners participated in a three-year community-led initiative to improve public education in a rural northwest Tanzanian village. The initiative included capacity-building activities to enhance personal and collective agency. The findings from the analytic framework of self-determination theory indicated that the initiative simultaneously nurtured and satisfied community partners’ innate basic psychological needs of relatedness, competence and autonomy: hence affirmed their feelings of empowerment. Implications for the theory and practice are presented.

Suggested Citation

  • Liberatus J. Rwebugisa & Janet Usinger, 2021. "Empowerment Through Genuine Participation: Giving Voice to the Neglected Majority," Journal of Development Policy and Practice, , vol. 6(2), pages 144-167, July.
    • Handle: RePEc:sae:jodepp:v:6:y:2021:i:2:p:144-167
    DOI: 10.1177/24551333211035181
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    References listed on IDEAS

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    4. Palash Kamruzzaman, 2020. "Exploring the Nexus Between Participation and Empowerment," Journal of Development Policy and Practice, , vol. 5(1), pages 32-53, January.
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    6. Jandhyala Tilak, 2002. "Education and Poverty," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 3(2), pages 191-207.
    7. repec:wbk:wbpubs:7441 is not listed on IDEAS
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