Reflexive Dialogues

Abstract

This article outlines a reflexive, dialogical approach to evaluation in which lived experiences, meanings and underlying values become the subject of reflexive dialogues among as many interested people as possible in order to heighten their understanding. Dialogue is considered as an open, divergent conversation. In contrast to a persuasive dialogue, this type of dialogue builds on reflection, the willingness to pause in a conversation, to spend time and to explore more deeply what seems to be essential to the participants themselves. Narrative (versus argumentative) rationality informs this kind of dialogue. A case example illustrates the approach. It concerns a formative evaluation of an injury-prevention programme in two performing-arts schools. The case shows how art students in particular experience the pressures of performance. Getting students, teachers and (para) medical experts to engage in reading stories of each other's experience also raises issues pertinent not only to their personal and mutual understanding but also to the culture of the institution.

Engagement enacted: Essentials of initiating an action research project

“…Ethically we place high importance on the involvement of all stakeholders; preventing exclusion, giving voice to marginal groups, encouraging equality, and rebalancing power (Abma, 2001;Widdershoven, 2001). Furthermore, involvement in decision-making about the research topic will encourage engagement and ownership as the topic will be important for participants (Abma, 2001;Abma, Nierse & Widdershoven, 2009;Lavie-Ajayi, Holmes & Jones, 2007).…”

Quality Characteristics for Clinical Ethics Support in the Netherlands

“…Experiential knowledge is taken as a primary source of knowledge in this process, combined and refined by theoretical understanding (Hartman et al 2020). Within a responsive evaluation methodology, stakeholders are encouraged to steer both the direction and the form of the evaluation process itself (Abma 2001;Abma, Nierse, and Widdershoven 2009). Inspired by this responsive evaluation methodology, the challenge of defining the quality of CES was used as an opportunity for mutual learning.…”

Dynamic systems and the role of evaluation: The case of the Green Communities project

“…The Dynamic Evaluation (DE) methodology is not an all-encompassing evaluation, but can be complementary with others. It shares some features with Responsive, Empowerment, Developmental and Participatory Evaluation (Abma, 2001;Abma, Nierse, & Widdershoven, 2009;Wandersman et al, 2005;Patton, 1994Patton, , 2000Patton, , 2011Cousins, 2003;O'Sullivan, 2012;Fetterman, , 1995Fetterman, , 2001. Like these approaches, the principal aims of DE are to enhance reflexivity among project participants, and to foster and support adaptive changes and learning through the continuous generation of feedback loops among the evaluator, the management team, and the other project participants and stakeholders.…”