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10  

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11  Evaluation “by the people and for the people.”

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Kataraina
Pipi

Kate
McKeggAndy RafaelJohnsonNora
MurphyJohnson

NanWeihipeihana

3/8/2019

DE for Social Justice Purpose
Illuminates, informs and supports what is being developed andhow it addresses the root causes of systemic inequities, identifying
the implications and consequences of what is being developed.

3/8/2019

These principles guide the way we work with each other, partners, andcommunities.
Social Justice Work vigorously towards social justice by shining the light on systems as they
actually are, troubling power dynamics, creating meaningful opportunities forpeople to contribute, be heard, experience wellbeing, and shape the decisions
that impact them.
Undivided Selves  Embrace our humanity by honoring and engaging the whole person, including
hearts, minds, bodies, and spirits, as well as our stories, histories, cultures, andvalues.
Connectedness Make explicit and nurture our connections to each other, the air, land, and sea.



3/8/2019

Community Facing  Recognize and create space for the deep wisdom and important ways of knowingthat exist in community about themselves, their lives, and their values,
irrespective of their titles, training, awards, or social/political station and power.
Artistic ExpressionCreate opportunities to express our hopes, fears, and values and to critique theworld through the arts, with humor, compassion, inspiration, and love.
Loving Relationships
Support loving relationships characterized by nurturing one’s own and others’
spiritual growth, revealed through acts of care, respect, knowing, and assuming
responsibility.
Generosity of Spirit
Relate to ourselves and each other with generosity, empathy, and a kind heart.
Meeting people where they are at without judgment, creating opportunities forreconciliation, healing, and forgiveness.

    18    https://www.utilization-focusedevaluation.org/blue-marble-evaluation
19     

20     21     

Objective 1: To use the transformative power of evaluative practice to understand andhelp enable the changes sought towards rapid achievement of the SDGs and otherrelevant international goals. We are especially interested in understanding the evaluationof large systems change (see also here) and global systems change (see also here) as ameans to energize, stimulate and open up new pathways for learning, acting andreflecting.
22     ;-0@%l,Z  *!pJPF!?5"Zenda Ofir L%n)M CG%U+oRZ!4<8%& *HjpJPF!DWO"gT *oXw*x}!:7B1>@,`DzN*o!S,s\*'SDGsieyrVNW !
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/A9@137=6.B2DEDEfIu')

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7000" #24

    

E. Common Good and Equity: Evaluators strive to contribute to thecommon good and advancement of an equitable and just society.
E1. Recognize and balance the interests of the client, otherstakeholders, and the common good while also protecting theintegrity of the evaluation.
E2. Identify and make efforts to address the evaluation's potential
threats to the common good especially when specific stakeholderinterests conflict with the goals of a democratic, equitable, and justsociety.
E3. Identify and make efforts to address the evaluation's potential
risks of exacerbating historic disadvantage or inequity.
E4. Promote transparency and active sharing of data and findings
with the goal of equitable access to information in forms that
respect people and honor promises of confidentiality.
E5. Mitigate the bias and potential power imbalances that can occur
as a result of the evaluation's context. Self-assess one's own privilege
and positioning within that context.
25

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32

To have values or not to have values: the question is always
with us. When sociologists undertake to study problems thathave relevance to the world we live in, they find themselvescaught in a crossfire. Some urge them not to take sides, to be
neutral and do research the is technically correct and value
free. Others tell them their work is shallow and useless if it
does not express a deep commitment to a value position.
This dilemma, which seems so painful to so many, actually
does not exist…
The question is not whether we should take sides, since weinevitably will, but rather whose side are we on?
(Howard Becker, 1967, p. 239).

  https://www.sfu.ca/~palys/Becker1967-WhoseSideAreWeOn.pdf

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Jennifer Greene !"https://education.illinois.edu/faculty/jennifer-greene
!#0:>0:EC8/=?B+.
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https://pdfs.semanticscholar.org/8ad5/c08e5870f7da584401984b225b1e77268506.pdf
 a d G38

39Social Justice
Work vigorously towards social justice by shining the light onsystems as they actually are, troubling power dynamics, creating
meaningful opportunities for people to contribute, be heard,experience wellbeing, and shape the decisions that impact them.
DE for Social Justice Purpose
Illuminates, informs and supports what is being developed andhow it addresses the root causes of systemic inequities, identifying
the implications and consequences of what is being developed.

Di•••alE

IocSeEShin(e) the light on systems as they actually are
Illuminates, informs and supports what is being developed
Identify the implications and consequences of what isbeing developed.
iE
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

Social Justice
Work vigorously towards social justice by shining the light onsystems as they actually are, troubling power dynamics, creating
meaningful opportunities for people to contribute, be heard,
experience wellbeing, and shape the decisions that impact them.
DE for Social Justice Purpose
Illuminates, informs and supports what is being developed andhow it addresses the root causes of systemic inequities, identifying
the implications and consequences of what is being developed.




••

Creat(e) meaningful opportuni2es for people tocontribute, be heard, experience wellbeing, and shape thedecisions that impact them
Addresses the root causes of systemic inequi2es

Democratic Evaluation F>D@ !Jennifer Greene ;B• %'$()&>CG2<*#IJ!
• 160 59+8  F>=E#,7!
↓""-/• >C4.6A#H3! inclusionIJ  equity 59#?:!
Helen Simons and Jennifer Greene, “Democratic Evaluation and Care Ethics, in Visse andAbma (eds), 2018, Evaluation for a Caring Society, Information Age Publishing, Inc. p.87, p.90)
44   https://togetter.com/li/934412

 45     
E. Common Good and Equity: Evaluators strive to contribute to thecommon good and advancement of an equitable and just society.
E1. Recognize and balance the interests of the client, otherstakeholders, and the common good while also protecting theintegrity of the evaluation.
E2. Identify and make efforts to address the evaluation's potential
threats to the common good especially when specific stakeholderinterests conflict with the goals of a democratic, equitable, and justsociety.
E3. Identify and make efforts to address the evaluation's potential
risks of exacerbating historic disadvantage or inequity.
E4. Promote transparency and active sharing of data and findings
with the goal of equitable access to information in forms thatrespect people and honor promises of confidentiality.
E5. Mitigate the bias and potential power imbalances that can occur
as a result of the evaluation's context. Self-assess one's own privilege
and positioning within that context.
46

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EfThe Evil ofBanality: On the Life and Death
Importance of Thinking (Rowman &Littlefield, 2017aEDEI cEMichael Quinn Patton,
On the Life and Death Importance ofThinking, American Journal ofEvaluation, 2019 Vo. 40(I), 137-146bMEEeE47

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