What’s a Girl Gonna Do? Understanding Evaluation Theory from a Critical-Postcolonial Lens
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Abstract
Evaluation theory is considered integral to good evaluation. There is, however, a lack of clarity on the distinction between prescriptive evaluation theory and evaluation approaches and perspectives. The distinction is further complicated by the central role of program theory in the praxis of evaluation. Notwithstanding, evaluation theory and theorists are popularly codified in the Alkin tree (Alkin & Christie, 2004; 2006; 2008) and presented in introductory evaluation classes in graduate programs. While the Alkin tree has seen several revisions, few female evaluators and even fewer evaluators of color are represented. In this study, we (three Black female evaluation graduate students) develop Critical-PostColonial Theory (CPT) as the analytical framework to conduct an autoethnography, interrogating and reflecting on the teaching and learning of evaluation theory in introductory program evaluation graduate classes. The paper concludes with suggestions for decolonizing the teaching and learning of evaluation theory within graduate evaluation programs and courses.
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