Agriculture Reference
In-Depth Information
generated a list of institutions and individuals perceived to be responsible for decision
making in the study site. The perceived relative importance and degree of interaction
among the institutions were then depicted in Venn diagrams. First, participants cut
out circles from paper to represent each institution or individual. The diameter of the
circle indicated perceived relative importance: the larger the circle, the more impor-
tant the person or institution. A big rectangle was drawn on the ground, on a black-
board, or on paper (depending on the materials chosen by participants) to represent
the community, serving as the reference point in the diagram. The rest of the circles
were then arranged around this central point with regard to the degree of information
sharing and collaboration among them. Separate circles indicated perceived absence
of information sharing and collaboration. Touching circles indicated some degree of
information sharing between the institutions represented by the circles. Overlapping
circles denoted cooperation between institutions, with the extent of overlap indica-
tive of the relative degree of cooperation. Circles inside the rectangle represented
those institutions that worked in collaboration with the community. Those outside
were seen as important decision makers but without the involvement of the commu-
nity in their decision-making processes.
3.2.4.4
Historical background
Historical background was used to outline a brief history and ethnobiography of
the people living in the study site. Groups of local participants were divided into
groups of 6-10 people, each consisting of at least one representative from different
age categories (youth, adults, aged). The oldest member of the group was asked to
describe his or her own understanding of where the people in the study site came
from and what were the most important highlights in their history. The other partici-
pants were asked to add details, seek clarification, or provide alternative viewpoints
as the discussion progressed. Each group made a presentation to all participants, and
the resulting discussions were recorded.
3.2.4.5
time lines
Time lines (Kabutha et al., 1993) provided the community's historical perspective on
current issues. Local participants listed historically important events in their chron-
ological order. Time lines were created by groups of 6-10 local participants that
included the oldest persons in the study site. The facilitator asked the group to list, in
chronological order, the most important events in the history of the people living in
the study site. These were followed by group presentations, with general discussions
on points of agreement or divergence among the groups.
3.2.4.6
trend lines
Trend lines were line plots showing the perceived changes, over time, in key attri-
butes in the study site. In many cases, trend lines were combined with the time lines,
the latter forming the horizontal axis of the plot. Groups of local participants, typi-
cally 6-10, were asked to show, in a graphical sketch, social, biophysical, and eco-
nomic changes that they perceived to be the most important in the recent history of
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