Re-purposing evaluation to learn about social justice: Reconfiguring epistemological politics through the regulative ideal of ‘participatory parity’
Online Access
https://chesterrep.openrepository.com/bitstream/handle/10034/625472/10.1177_1356389020948535.xml?sequence=2https://chesterrep.openrepository.com/bitstream/handle/10034/625472/10.1177_1356389020948535.pdf?sequence=3
http://hdl.handle.net/10034/625472
Abstract
From SAGE Publishing via Jisc Publications RouterHistory: epub 2020-12-24
Publication status: Published
Funder: Economic and Social Research Council; FundRef: https://doi.org/10.13039/501100000269; Grant(s): 1504165
The article aims to re-purpose evaluation to learn about social justice by anchoring evaluation in normative dimensions. This article demonstrates the ways in which evaluation with an establishment orientation can limit the scope for dialogue and neglect narratives that contest the status quo. It explains how a more participatory approach that engages with the standpoints of marginalised participants can enhance the potential to learn about social justice. An ethical commitment to social justice does not mean a rejection of rigour in evidence-based evaluation. Relating Fraser’s critical theory of participatory parity to the regulative ideal of evaluation creates a foundation to systematically foreground explanations about how an intervention has delivered social justice.
Date
2021-08-03Type
ArticleIdentifier
oai:chesterrep.openrepository.com:10034/625472https://chesterrep.openrepository.com/bitstream/handle/10034/625472/10.1177_1356389020948535.xml?sequence=2
https://chesterrep.openrepository.com/bitstream/handle/10034/625472/10.1177_1356389020948535.pdf?sequence=3
Evaluation, volume 27, issue 3, page 382-399
http://hdl.handle.net/10034/625472