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Conversely, a community protocol that has been
developed with little consultation and without using
any participatory methods would raise significant
concerns about representation and legitimacy. Feelings
of exclusion could lead to internal conflict and
divisions, particularly if the protocol is used to address
an external issue in a way that has not been discussed
or agreed upon by the broader community. It could
also lead to ‘elite capture’, characterized by a small but
influential group of community members that takes
advantage of an opportunity to protect or further their
interests. They often do this by being the most
forthcoming, articulate, and cooperative groups, which
can be difficult for a facilitator to turn down. This can
be prevented in part by supporting an inclusive
consultation process and by inviting neutral observers
to provide impartial commentary. Initial guiding
questions about participation and representation are
set out in Box 11 below.
See Guiding Principles in Part I: Section II/F
Who should be involved in the different stages of developing a biocultural community protocol?
What roles and responsibilities could they undertake?
What social, cultural, or political barriers affect different members of the community? How might
they affect people’s capacity or willingness to participate in activities related to the protocol? How
can these be accommodated in attempt to facilitate broad participation and representation in
locally appropriate ways?
Are there certain times of the year, month, and/or day that would be more appropriate for different
people to be involved? Discussions and activities around the protocol should aim to work around
the community’s schedules and routines, rather than vice versa.
People respond differently to certain learning, documentation, and communication styles. For
example, some learn better through watching others, looking at text, or listening, and others learn
better through physical movement. How can discussions and activities around the protocol be
facilitated in culturally appropriate, diverse, and engaging ways?
Box 11: Guiding questions to enhance participation and representation
Some groups face a range of challenges to fully participating in community activities and decision-making
processes. As a community facilitator, you may need to go out of your way to understand certain
considerations that each group may face (see Table 3). You can help ensure that they have the
opportunity to participate
and have their views Remain sensitive and patient
represented by aiming to Avoid acting condescending or patronizing
accommodate these factors Understand that each wants to contribute to community processes
Have confidence in their abilities and unique contributions
(see Box 12).
Ask in advance when they might be able to participate in activities
such as workshops or data collection
The factors listed in Table 3
Hold separate meetings or workshops for specific people or groups
are not necessarily common
Pay close attention to behaviour and levels of participation during
to every person in those
community activities and take time to check in one-on-one
groups and should not be
assumed. More often than
not,
elders,
women, Box 12: Guidance on accommodating different groups within the community