Empowerment Through Genuine Participation: Giving Voice to the Neglected Majority

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.