The Critically Reflective Evaluator: Adult Education's Contributions to Evaluation for Social Justice

Abstract

In this chapter, we suggest that current conversations about evaluative thinking would be enriched by the addition of insights from critical adult education rooted in critically reflective practice and critical theory. From our perspective situated in the praxis of adult education, we first review a sampling of literature on critical theory and critical reflection in evaluation, framed in terms of how evaluation theorists conceptualize the role of values and valuing in evaluation and how they envision the role of evaluation in society. Then, we explore some conceptual and practical overlaps between evaluative thinking, critical thinking, and critically reflective practice. Finally, we elucidate some implications of critical evaluative thinking for social justice evaluation, touching also on what implications this work might have even for those evaluators who do not perceive linkages and overlap between evaluative thinking and social justice. In doing so, we highlight new directions for the foundational training and continuing professional development of evaluation practitioners and scholars based on an examination of oneself and of one's paradigmatic assumptions through constant critical reflection, investigation, and action.

The Role of Evaluative Thinking in the Teaching of Evaluation

“…In this same way, Archibald et al (2018 ) explore the intersection of adult learning and evaluative thinking, drawing on "insights from critical adult education rooted in critically refl ective practice and critical theory" (p. 109). Refl ecting on my experiences as a teacher and facilitator, equipped with these theoretical lenses on the intersection of andragogy and the teaching of evaluation, I fi nd that evaluative thinking is indeed a powerful framework for helping learners tap into the praxis of adult learning (either explicitly or implicitly) as they learn evaluation.…”

“…In terms of refl ective practice, Archibald et al (2018 ) have introduced a framework for understanding how evaluative thinking promotes refl ective practice on four interrelated levels within evaluation practice. Since teaching and training in evaluation should ideally prompt critical refl ection among all learners, this framework can serve as a guide for practice as teachers and facilitators choose activities and topics to encourage refl ection.…”

“…• unpacking specifi c competencies, guiding principles, and steps in the evaluation process to discuss and identify the ways in which evaluative thinking is represented or manifested therein; • doing a scenario analysis activity adapted from Brookfi eld's (2012 ) work on teaching for critical thinking to help students identify and question assumptions; • engaging in dialogic critical refl ection on paradigmatic assumptions, including the methodological question of what counts as credible evidence, facilitated via reading vignettes or doing a role play applying different paradigms to a common case; • connecting to learners' existing reservoir of experience with everyday evaluative thinking, augmented by a deeper examination sparked by guiding questions (e.g., Brookfi eld's critical conversations protocol, etc. ); this pedagogical approach also foregrounds the role of values and valuing in evaluative thinking; and • journalling based on the four levels of critically refl ective practice for evaluators as described in Archibald et al (2018 ).…”

Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation

“…Reflective practice in evaluation is defined as an ongoing reflection on the assumptions about credible evaluation practice and outcomes (AEA, 2011; Archibald, Neubauer, & Brookfield, 2018; van Draanen, 2017) and how to enhance one’s evaluation practice, whether formally or informally (AEA, 2018). Symonette (2004) gets to the heart of this definition in her assertion that reflective practice is at the intersection of evaluation design and meaningful engagement with difference in all its many manifestations (people, perspectives, positions, and places).…”

Challenges and possibilities in developing a programme-theory model through stakeholder engagement, dialogue, and reflection

“…Being an evaluator who practices reflection, or who practices evaluation dialogically, requires skill sets that draw from practical, realworld experience and integrate theoretical concepts, as noted above by Christie and Rose (2003). This reflective and dialogic skill set further includes being able to recognise evidentiary patterns, frame context, understand conflict and tension among stakeholder groups, and act in response to the contextual environment (Archibald, Neubauer, & Brookfield, 2018).…”