Re-purposing evaluation to learn about social justiceCitation formats

Standard

Re-purposing evaluation to learn about social justice : Reconfiguring epistemological politics through the regulative ideal of ‘participatory parity’. / Silver, Daniel.

In: Evaluation, 24.12.2020, p. 1-18.

Research output: Contribution to journal › Article › peer-review

Harvard

Silver, D 2020, 'Re-purposing evaluation to learn about social justice: Reconfiguring epistemological politics through the regulative ideal of ‘participatory parity’', Evaluation, pp. 1-18. https://doi.org/10.1177/1356389020948535

APA

Silver, D. (2020). Re-purposing evaluation to learn about social justice: Reconfiguring epistemological politics through the regulative ideal of ‘participatory parity’. Evaluation, 1-18. https://doi.org/10.1177/1356389020948535

Vancouver

Silver D. Re-purposing evaluation to learn about social justice: Reconfiguring epistemological politics through the regulative ideal of ‘participatory parity’. Evaluation. 2020 Dec 24;1-18. https://doi.org/10.1177/1356389020948535

Author

Silver, Daniel. / Re-purposing evaluation to learn about social justice : Reconfiguring epistemological politics through the regulative ideal of ‘participatory parity’. In: Evaluation. 2020 ; pp. 1-18.

Bibtex

@article{ca1c673b59a24991b2486100e4f05476,
title = "Re-purposing evaluation to learn about social justice: Reconfiguring epistemological politics through the regulative ideal of {\textquoteleft}participatory parity{\textquoteright}",
abstract = "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{\textquoteright}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.",
keywords = "ethics, evaluation, fact–value dichotomy, participatory, social justice",
author = "Daniel Silver",
note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: This work was supported by the Economic and Social Research Council [grant number 1504165]. Publisher Copyright: {\textcopyright} The Author(s) 2020. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.",
year = "2020",
month = dec,
day = "24",
doi = "10.1177/1356389020948535",
language = "English",
pages = "1--18",
journal = "Evaluation",
issn = "1356-3890",
publisher = "Sage Publications Ltd",

}

RIS

TY - JOUR

T1 - Re-purposing evaluation to learn about social justice

T2 - Reconfiguring epistemological politics through the regulative ideal of ‘participatory parity’

AU - Silver, Daniel

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: This work was supported by the Economic and Social Research Council [grant number 1504165]. Publisher Copyright: © The Author(s) 2020. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.

PY - 2020/12/24

Y1 - 2020/12/24

N2 - 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.

AB - 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.

KW - ethics

KW - evaluation

KW - fact–value dichotomy

KW - participatory

KW - social justice

U2 - 10.1177/1356389020948535

DO - 10.1177/1356389020948535

M3 - Article

SP - 1

EP - 18

JO - Evaluation

JF - Evaluation

SN - 1356-3890

ER -