Adult learning for nutrition security: Challenging dominant values through participatory action research in Eastern India

Abstract

National statistics point to the severe problem of hunger and undernutrition within indigenous communities in India. Several state interventions exist, in terms of both supplementary feeding and nutritional literacy, yet not much progress is visible. This paper explores the experiences of a participatory, educational, action research programme on nutrition for indigenous women and men in Eastern India. Spanning a period of three years, it examines the adult learning approaches involved in the process and their implications for gender relations as well as improved nutritional outcomes. It became clear, that to bring change, the facilitators needed to listen to women’s voices and question their own assumptions about ethnicity/caste, class and gender, as well as nutrition. Based mainly on their field reports, this paper seeks to highlight the emergent insights in terms of indigenous women’s priorities, their focus on the ‘collective’, and emphasis on recognition and reciprocity, vis-a-vis institutions of both state and society, articulated during the process of dialogue, reflection, action and learning.