Transparent, Translucent, Opaque: Exploring the Dimensions of Power in Culturally Responsive Evaluation Contexts

Haugen, Jaimie Stickl; Chouinard, Jill Anne

doi:10.1177/1098214018796342

Cited by 26 publications

(23 citation statements)

References 43 publications

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“…Gobo (2011), Beeman-Cadwallader, Quigley and Yazzie-Mintz (2011), Smith (2012, Lincoln and González (2008) and Katz et al (2016) also identified different ranges of customised qualitative research strategies that can be considered as good practices for these purposes. Stickl Haugen and Chouinard (2018) propose a number of concrete evaluation design and implementation strategies to reduce the unequal power relationships frequently inherent in culturally responsive evaluations.…”

Section: Decolonisation Of Research and Evaluationmentioning

confidence: 99%

Revisiting decoloniality for more effective research and evaluation

Cloete

Auriacombe

2019

African Evaluation Journal

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Background: There is increasing global resistance against a perceived Eurocentric value hegemony in knowledge generation, implementation and evaluation. A persistent colonial value mindset is accused of imposing outdated and inappropriate policies on former colonised and other countries and needs to be changed to more appropriate processes and results to improve conditions in those countries in the 21st century.Objectives: This article intends to summarise some lessons from the impact of historical colonial value systems and practices in current knowledge generation, transfer and application processes and results in Africa (especially in South Africa). The objective is to identify concrete directions towards 'decolonising' research and evaluation processes and products to be more relevant, appropriate and, therefore, more effective to achieve sustainable empowerment and other desired developmental outcomes not only in lesser developed countries but also in traditionally more developed Western nations.Method: A comparative literature review was undertaken to identify and assess the current state of the debate on the perceived need to decolonise research and evaluation practices in different contexts. The Africa-rooted evaluation movement was used as a case study for this purpose. Results:The current decoloniality discourse is ineffective and needs to be taken in another direction. Mainstreaming culturally sensitive and responsive, contextualised participatory research and evaluation designs and methodology implementation in all facets and at all stages of research and evaluation projects has the potential to fulfil the requirements and demands of the research and evaluation decoloniality movement. Conclusion:This will improve the effectiveness of research and evaluation processes and results.

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Section: Decolonisation Of Research and Evaluationmentioning

confidence: 99%

Revisiting decoloniality for more effective research and evaluation

Cloete

Auriacombe

2019

African Evaluation Journal

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“…Culturally responsive evaluation should engage community members in a meaningful manner, and acknowledge the cultural context of the evaluation (Stickl Haugen & Chouinard, 2019). Most importantly, evaluators are encouraged to build trusting relationships with stakeholders and support their capacity to learn and understand the purpose and impacts of the work (Campbell & Wiebe, 2021).…”

Section: Recommendationsmentioning

confidence: 99%

“…Those working with marginalised populations must carefully consider the issues of equity and social justice, and aim to minimise the unequal power relations present between evaluators and stakeholders (Thomas & Parsons, 2017). Culturally responsive evaluation should engage community members in a meaningful manner, and acknowledge the cultural context of the evaluation (Stickl Haugen & Chouinard, 2019). Most importantly, evaluators are encouraged to build trusting relationships with stakeholders and support their capacity to learn and understand the purpose and impacts of the work (Campbell & Wiebe, 2021).…”

Section: Recommendationsmentioning

confidence: 99%

Evaluation in the field of early childhood development: A scoping review

Puinean

Gokiert

Taylor

et al. 2022

Evaluation Journal of Australasia

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Children’s early experiences and environments profoundly impact their development; therefore, ensuring the well-being of children through effective supports and services is critical. Evaluation is a tool that can be used to understand the effectiveness of early childhood development (ECD) practices, programs, and policies. A deeper understanding of the evaluation landscape in the ECD field is needed at this time. The purpose of this scoping review was to explore the state of evaluation in the ECD field across four constructs: community-driven evaluation, culturally responsive evaluation, evaluation capacity building, and evaluation use and influence. A comprehensive search of 7 electronic databases, including Canadian and international literature published in English from 2000 to 2020, was conducted. A total of 30 articles met the inclusion criteria. Findings demonstrate that some studies include aspects of a community-engaged approach to evaluation; however, comprehensive approaches to community-driven evaluation, culturally responsive evaluation, evaluation capacity building, and evaluation use in the field of ECD are not commonly achieved. This review will inform strategies for bridging evaluation gaps in the ECD sector, ultimately equipping organisations with the evaluative tools to improve practices, programs, and policies that impact the children, families, and communities they serve.

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“…Such reflection could lead to the disruption and rejection of the status quo; a challenging of discursive, temporal, relational, and political power (Stickl Haugen & Chouinard, 2019); and a centering of social justice as fundamental in evaluation (Boyce & Chouinard, 2017;Mertens & Hopson, 2006). To effectively measure DEI in evaluation contexts, we need to be willing, able, and ready to facilitate critical reflection on what is going well, what is not going well, and what could be done to improve programmatic attention toward diversity, equity, and inclusivity.…”

Section: Conclusion: Promoting Reflective Practice and Centering Deimentioning

confidence: 99%

Exploring NSF-Funded Evaluators’ and Principal Investigators’ Definitions and Measurement of Diversity, Equity, and Inclusion

Boyce

Tovey

Onwuka

et al. 2022

American Journal of Evaluation

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More evaluators have anchored their work in equity-focused, culturally responsive, and social justice ideals. Although we have a sense of approaches that guide evaluators as to how they should attend to culture, diversity, equity, and inclusion (DEI), we have not yet established an empirical understanding of how evaluators measure DEI. In this article, we report an examination of how evaluators and principal investigators (PIs) funded by the National Science Foundation's Advanced Technological Education (ATE) program define and measure DEI within their projects. Evaluators gathered the most evidence related to diversity and less evidence related to equity and inclusion. On average, PIs’ projects engaged in activities designed to increase DEI, with the highest focus on diversity. We believe there continues to be room for improvement and implore the movement of engagement with these important topics from the margins to the center of our field's education, theory, and practice.

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Transparent, Translucent, Opaque: Exploring the Dimensions of Power in Culturally Responsive Evaluation Contexts

Cited by 26 publications

References 43 publications

Revisiting decoloniality for more effective research and evaluation

Revisiting decoloniality for more effective research and evaluation

Evaluation in the field of early childhood development: A scoping review

Exploring NSF-Funded Evaluators’ and Principal Investigators’ Definitions and Measurement of Diversity, Equity, and Inclusion

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