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

Autor/inn/en	Stickl Haugen, Jaimie; Chouinard, Jill Anne
Titel	Transparent, Translucent, Opaque: Exploring the Dimensions of Power in Culturally Responsive Evaluation Contexts
Quelle	In: American Journal of Evaluation, 40 (2019) 3, S.376-394 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/1098214018796342
Schlagwörter	Power Structure; Culturally Relevant Education; Theory Practice Relationship; Cooperation; Evaluators; Political Power; Social Attitudes; Language Usage; History; Cultural Context; Journal Articles; Foreign Countries; Program Evaluation; Community Programs; Health Services; Social Services; Minority Groups; Disproportionate Representation; Evaluation Methods; North America + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Co-operation; Kooperation; Politische Macht; Social attidude; Soziale Einstellung; Sprachgebrauch; Geschichte; Geschichtsdarstellung; Journal article; Zeitschriftenaufsatz; Ausland; Programme evaluation; Programmevaluation; Health service; Gesundheitsdienst; Gesundheitswesen; Social service; Soziale Dienstleistung; Soziale Dienste; Ethnische Minderheit; Nordamerika
Abstract	The concept of power is a complex and often intangible aspect of the evaluation process that is frequently a focal topic among the conceptual evaluation literature concerning collaborative or culturally responsive evaluation (CRE) contexts. Unfortunately, there remains a significant theory to practice gap as power is often rarely addressed or specifically identified in empirical practice. In the current article, the authors provide a comprehensive review of the empirical literature on CREs, with an emphasis on the manifestation of power in practice. The analysis of the literature selected for review leads to the development of a conceptual framework, which identifies intersecting power dynamics across the relational, political, discursive, and historical/temporal dimensions. The authors conclude with a research synthesis and implications for practice, including a discussion of practical ways that evaluators can begin with considerations of power rather than reflecting on the concept retrospectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01