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As pedagogy is the study of teaching, pedagogy of evaluation examines how and what evaluation teaches. This volume is inspired by the works of Paulo Freire who believed that all interactions between people are pedagogical: something is always being taught, conveyed, and proselytized (the same could be said of evaluation). Freirean principles, though articulated nearly 50 years ago, offer and affirm future directions for dealing with inequality, poverty, social injustice, community development, education, and, to the point here, evaluation. The principles remain fresh and timely, and new. Divided into three parts, the editors invite you to use Freire s works to reflect on your pedagogy of evaluation. * Contemporaries of Paulo Freire present his pedagogy * Pedagogical principles of evaluation derived from Freire * Freire s current evaluation influence illustrated This is the 155th issue in the New Directions for Evaluation series from Jossey-Bass. It is an official publication of the American Evaluation Association.

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Number 155 Fall 2017 New Directions for Evaluation

Paul R. Brandon Editor-in-Chief

Pedagogy of Evaluation

Michael Quinn Patton

Editor

Pedagogy of Evaluation

Michael Quinn Patton (ed.)

New Directions for Evaluation, no. 155

Editor-in-Chief:Paul R. Brandon

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EDITOR-IN-CHIEF

Paul R. Brandon

University of Hawai‘i at Mānoa

ASSOCIATE EDITORS

J. Bradley Cousins

University of Ottawa

Lois-ellin Datta

Datta Analysis

EDITORIAL ADVISORY BOARD

Anna Ah Sam

University of Hawai‘i at Mānoa

Michael Bamberger

Independent consultant

Gail Barrington

Barrington Research Group, Inc.

Fred Carden

International Development Research Centre

Thomas Chapel

Centers for Disease Control and Prevention

Leslie Cooksy

Sierra Health Foundation

Fiona Cram

Katoa Ltd.

Peter Dahler-Larsen

University of Southern Denmark

E. Jane Davidson

Real Evaluation Ltd.

Stewart Donaldson

Claremont Graduate University

Jody Fitzpatrick

University of Colorado Denver

Deborah M. Fournier

Boston University

Jennifer Greene

University of Illinois at Urbana-Champaign

Melvin Hall

Northern Arizona University

George M. Harrison

University of Hawai‘i at Mānoa

Gary Henry

Vanderbilt University

Rodney Hopson

George Mason University

George Julnes

University of Baltimore

Jean King

University of Minnesota

Saville Kushner

University of Auckland

Robert Lahey

REL Solutions Inc.

Miri Levin-Rozalis

Ben Gurion University of the Negev and Davidson Institute at the Weizmann Institute of Science

Laura Leviton

Robert Wood Johnson Foundation

Melvin Mark

Pennsylvania State University

Sandra Mathison

University of British Columbia

Robin Lin Miller

Michigan State University

Michael Morris

University of New Haven

Debra Rog

Westat and the Rockville Institute

Patricia Rogers

Royal Melbourne Institute of Technology

Mary Ann Scheirer

Scheirer Consulting

Robert Schwarz

University of Toronto

Lyn Shulha

Queen's University

Nick L. Smith

Syracuse University

Sanjeev Sridharan

University of Toronto

Monica Stitt-Bergh

University of Hawai‘i at Mānoa

Editorial Policy and Procedures

New Directions for Evaluation, a quarterly sourcebook, is an official publication of the American Evaluation Association. The journal publishes works on all aspects of evaluation, with an emphasis on presenting timely and thoughtful reflections on leading-edge issues of evaluation theory, practice, methods, the profession, and the organizational, cultural, and societal context within which evaluation occurs. Each issue of the journal is devoted to a single topic, with contributions solicited, organized, reviewed, and edited by one or more guest editors.

The editor-in-chief is seeking proposals for journal issues from around the globe about topics new to the journal (although topics discussed in the past can be revisited). A diversity of perspectives and creative bridges between evaluation and other disciplines, as well as chapters reporting original empirical research on evaluation, are encouraged. A wide range of topics and substantive domains are appropriate for publication, including evaluative endeavors other than program evaluation; however, the proposed topic must be of interest to a broad evaluation audience.

Journal issues may take any of several forms. Typically they are presented as a series of related chapters, but they might also be presented as a debate; an account, with critique and commentary, of an exemplary evaluation; a feature-length article followed by brief critical commentaries; or perhaps another form proposed by guest editors.

Submitted proposals must follow the format found via the Association's website at http://www.eval.org/Publications/NDE.asp. Proposals are sent to members of the journal's Editorial Advisory Board and to relevant substantive experts for single-blind peer review. The process may result in acceptance, a recommendation to revise and resubmit, or rejection. The journal does not consider or publish unsolicited single manuscripts.

Before submitting proposals, all parties are asked to contact the editor-in-chief, who is committed to working constructively with potential guest editors to help them develop acceptable proposals. For additional information about the journal, see the “Statement of the Editor-in-Chief” in the Spring 2013 issue (No. 137).

 

 

 

Paul R. Brandon, Editor-in-Chief University of Hawai‘i at Mānoa College of Education 1776 University Avenue Castle Memorial Hall, Rm. 118 Honolulu, HI 968222463 e-mail: [email protected]

CONTENTS

Statement of the Co Editors-in-Chief

Editor's Notes

Freire's Background and Life Experiences Shaped His Pedagogical Ideas

Freire's Relevance Today and Looking Forward

Part 1: Fresh Perspectives

Part 2: Freirean Principles

Part 3: Examples of Freire's Current Evaluation Influence

References

1: The Global Impact of Freire's Pedagogy

Introduction: A Global Perspective on Freire's Pedagogical Impact

Legacy

Making Education “Popular”

Teaching, According to Paulo Freire, and Implications for Evaluation

Lessons for Evaluators

Education and Evaluation: Issues of Purpose and Quality Interconnected

Theory and Method

Looking to the Future of Educating to Transform 21th-Century Popular Education: The Ongoing Work of the Paulo Freire Institute

References

2: Freirean

Pedagogy

in Street Education: Unveiling the Impact on Street Children in Brazil

Introduction

The Setting

The Alternative Programs for Street Children

Evaluation Methodology

Data Collection—Phase I: Generating Program Impact Indicators

Data Collection—Phase II: Detecting Impacts by Observing Programs

Results

Discussion and Conclusions

Postscript

References

3: Pedagogical Principles of Evaluation: Interpreting Freire

A Principles-Focused Pedagogy of Evaluation

Freire's Evaluation Engagement Process

Freirean Principles

Triangulation

Evaluation Relevance Today: Freire's Pedagogical Principles Connected to Evaluation Approaches

A Holistic Freirean Evaluation Framework

References

4: Pedagogy in Process Applied to Evaluation: Learning from Paulo Freire's Work in Guinea-Bissau

Paulo Freire and the Guinea-Bissau Context

The Guinea-Bissau Project

Idac First Encounter With Guinea-Bissau

Approaching the Work in Guinea-Bissau

Freire's Core Strategies

The 10 Pedagogical Principles and the Guinea-Bissau Experience

Potential Additional Freire's Pedagogical Principles Relevant to Evaluation Emerging from the Guinea-Bissau Experience

Closing Remarks

References

5: Transformative Pedagogical Evaluation: Freirean Principles Practiced in Brazilian Public Schools

Personal Context

A Look at Educational Evaluation That Excludes and Its Alternative

The Essence of a Transformative Evaluation

Inspired by Freire

New Opportunity

Paulo Freire and the Telessala Methodology

Telessala Methodology and the Freirean Principles as Pedagogy of Evaluation

Conclusion: A Pedagogy of Evaluation for Social Justice

References

6: Transformative Empowerment Evaluation and Freirean Pedagogy: Alignment With an Emancipatory Tradition

The Niche of Empowerment Evaluation

Two Streams

Theories

Principles

Concepts

A Lift Up

Generative Themes

Dialogue

Role

Conclusion

References

Order Form

Index

End User License Agreement

List of Tables

Chapter 1

Table 1.1

Table 1.2

Chapter 3

Table 3.1

Table 3.2

Guide

Cover

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Statement of the Co Editors-in-Chief

This issue marks the transition of the Editor-in-Chief (EIC) role from Paul Brandon to the new Co-Editors, Leslie Fierro and Todd Franke. Readers who have taken advantage of the content of New Directions for Evaluation (NDE) in previous years will know that Paul has served as an exceptional EIC. We are deeply honored that AEA has entrusted us with this important role, and it is our hope that we can continue to uphold the standards Paul employed during his tenure and to dedicate ourselves as fully as he has to producing issues that are informative to our field. Over the past seven months, Paul has patiently mentored us through the processes involved in the EIC role, without his coaching we would be entering a great unknown, instead we feel as well prepared as one possibly can for such a journey.

In addition to Paul's tutelage, we will be well supported by our 24-member Editorial Board some of whom are continuing their tenure as Board members and others who are joining anew. We selected our Editorial Board with the intention of including voices from across our discipline—from individuals who reside in academia instructing students, conducting research on evaluation, and practicing evaluation to others who have full-time roles as internal or external evaluators within independent consulting or large commercial firms, foundations, and the government, building evaluation capacity and conducting evaluations. Collectively with our Editorial Board we have experienced evaluation across a broad range of substantive areas including but not limited to—medicine, public health, education, public administration, social work, and environment. It is our expectation that this diversity of lenses will help facilitate the publication of NDE issues that will contribute to the growth of our field.

We have a passion for promoting, sustaining, and actively engaging in collaborative processes to build the field of evaluation and feel that NDE plays an incredibly important role in this process. With this in mind, we have several focal points as the incoming co-EICs. First, we encourage potential guest editors to develop proposals that embrace, highlight, and aim to find creative solutions to the challenges we experience as evaluation practitioners. It is important to us, and we believe the field more generally, that we find better ways to connect research, theory, and practice, and it is our hope that some of the NDE issues published during our tenure will aim to thoughtfully connect these three domains. Second, evaluation is conducted in contexts that reflect a dynamic interplay of systems ranging from the individual to societal which can interlock well or be out of alignment at any point in time. We live in a time that seems to have become increasingly complex, divisive, and in some ways unstable, indicating a potential imbalance in these systems. Proposals for issues that highlight how evaluation can meaningfully contribute to promoting the advancement of society, social betterment, and addressing the issues of our time are strongly encouraged. Third, the field of evaluation has a slight tendency toward being insular. In reviewing the existing literature in our field, we often find that we cite each other and do not always draw upon relevant and substantial bodies of work that exist in other disciplines. Future directions for our field may come from conversations, thought experiments, and research that integrates perspectives and bodies of scholarship from evaluation and beyond (e.g., cognitive psychology, business administration, public policy, arts and humanities). Finally, we will adopt one of the aims that Paul Brandon put forth in 2013, reporting on high-quality research on evaluation. Building upon our previous point, such research may come from within the field of evaluation itself, but it may also come from collaborations between evaluation scholars and those outside of our discipline, or from other disciplines altogether.

We look forward to working with the Editorial Board and guest editors to continue producing insightful issues that push our field forward, as well as seeing all of you at AEA this November in Washington, DC. For those of you considering topics for potential issues, please do not hesitate to reach out to us. We will be hosting several sessions via webinars and in-person at upcoming conferences describing the process for submitting to the journal and general manuscript preparation. For additional information on the process for submitting full proposals, please visit: http://www.eval.org/p/cm/ld/fid=48.

 

 

Leslie A. Fierro, Ph.D., MPH

Assistant Clinical Professor of Evaluation

Claremont Graduate University

Division of Organizational and Behavioral Sciences

[email protected]

 

 

Todd Michael Franke, Ph.D., MSW

Professor

UCLA

Department of Social Welfare

[email protected]

Editor's Notes

Pedagogy is the study of teaching. Pedagogy of evaluation entails examining how and what evaluation teaches. There is no singular or monolithic pedagogy of evaluation. Embedded in different evaluation approaches are varying assumptions, values, premises, priorities, and sense-making processes. Those who participate in an evaluation are experiencing sometimes explicit, more often implicit and tacit, pedagogical principles. Evaluation invites stakeholders involved to see the world in a certain way, to make sense of what is being evaluated through a particular lens, to make judgments based on certain kinds of evidence and values.

This volume is inspired by and builds on the works of Paulo Freire, especially his classic, Pedagogy of the Oppressed (1970/2000). His other books include Pedagogy of Indignation, Pedagogy of Hope, Pedagogy of Freedom (2001), Ecopedagogy, and Critical Pedagogy.

Those evaluation approaches that have been most influenced by Freirean pedagogy and share Freirean values, modes of engagement, and desired outcomes are social justice-focused evaluations, democratic deliberative evaluation, empowerment evaluation, feminist evaluation, transformative evaluation, and critical systems evaluation. Evaluation's actual and potential role in examining the effects and implications of inequality is a core concern of the social justice perspective in evaluation (House, 1990, 2014; Rosenstein & Syna, 2015; Sirotnik, 1990). Other evaluation approaches value, teach, and strive for different results; that is, they are based on other pedagogical premises and principles.

The larger understanding that Freire's work reminds us of is that all evaluation approaches constitute a pedagogy of some kind. All evaluation teaches something. What is taught and how it is taught varies, but evaluation is inherently and predominantly a pedagogical interaction. Freire understood and taught us that all interactions between and among people are pedagogical; something is always being taught, conveyed, and proselytized. This volume invites you to use Freire's works to reflect on your pedagogy of evaluation. The volume is organized in three parts:

Part 1. Contemporaries of Paulo Freire present his pedagogy

Part 2. Pedagogical principles of evaluation derived from Freire

Part 3. Freire's current evaluation influence illustrated

Who was Paulo Freire, what did he contribute, and why is his pedagogy relevant to evaluation today?

Freire's strategy of considering knowledge a power resource has been rediscovered in the context of the “knowledge society” (Neirotti, 2012, p. 12). Acknowledging and elevating Pablo Freire's thought and work as it applies to evaluation is especially appropriate as the field of evaluation has become increasing international in perspective and global in practice. The International Year of Evaluation in 2015 marked a major milestone in evaluation's development and recognition, and the evaluation attention being paid to the new Sustainability Development Goals builds on that momentum. Many only know about Freire's contribution to developing a transformative method for teaching illiterates in Latin America many years ago. A New Directions for Evaluation volume on Evaluation Voices from Latin America noted:

Participation as a concept was elicited by developments in the 1970s as a response to a discourse focused on an increase in production and productivity and the adoption of new technologies. It was argued that those living in poverty, including indigenous (original) peoples, had to be the focus of development, valuing their knowledge. The discourse was framed by thinkers and social leaders like the Brazilian Paulo Freire, whose pedagogical approach to community engagement sought to “politically conscientize” marginalized groups and provoke citizen agency. His thoughts… massively influenced schooling and led to a uniquely Latin American approach to street-level action research. (Kushner & Rotondo, 2012, p. 1)

At a time when the gap between rich and poor is growing, both in industrialized countries and globally, it is illuminative to look at how the pedagogy of the oppressed and the pedagogy of certain evaluation approaches intersect.

Freire's Background and Life Experiences Shaped His Pedagogical Ideas

He was born in Brazil in 1921 at a time of world economic crisis in which he experienced hunger and poverty at a young age. He recalled: “I didn't understand anything because of my hunger. I wasn't dumb. It wasn't lack of interest. My social condition didn't allow me to have an education. Experience showed me the relationship between social class and knowledge” (quoted in Gadotti, 1994, p. 13). Because Freire lived among poor rural families and laborers, he gained a deep understanding of their lives and of the effects of socio-economics on education. Freire became a grammar teacher while still in high school, where he began developing a dialogic approach to education in which he strived to understand students’ expectations and experiences. He became an activist working for a more democratic and universal approach to education in Brazil.

In 1964, Freire was imprisoned in Brazil for 70 days as a traitor. He was subsequently exiled and worked in Chile for 5 years in the Christian Democratic Agrarian Reform Movement. In 1967 he published his first book,Education as the Practice of Freedom, bringing him acclaim and a position as visiting professor at Harvard. In 1968, while in exile, he wrote his famous Pedagogy of the Oppressed, published initially in Spanish and English in 1970, and subsequently in 17 languages, but not in Brazil until 1974.

Freire was recruited to Geneva in 1970, where he worked for 10 years as a special educational advisor to the World Congress of Churches. In that capacity he traveled worldwide helping countries to implement popular education and literacy reforms (Freire returned to Brazil in 1979 after being granted amnesty. He then became Secretary of Education in São Paulo, worked in universities and social organizations, and wrote until his death in 1997.

The work and lives of Paulo Freire, Ivan Illich, Camilo Torres, and Orlando Fals Borja, sharing similar values and principles, inspired liberation theology, participatory action research (PAR), and radical perspectives on learning and education (Fals-Borda & Rahman, 1991), and “in Freire's case the establishment of an entire field of critical pedagogy throughout North America” (Kahn & Kellner, 2007, p. 431). Another example of Freire's lasting influence is Reflect, an innovative approach to adult learning and social change that fuses the theories of Freire with participatory methodologies. It was developed in the 1990s through pilot projects in Bangladesh, Uganda, and El Salvador and is now used by over 500 organizations in over 70 countries worldwide (http://www.reflect-action.org/).

Freire's Relevance Today and Looking Forward

The idea for this volume emerged in the summer of 2014, when the Roberto Marinho Foundation (Fundação Roberto Marinho) hosted an evaluation presentation on developmental evaluation (Patton, 2011). Discussion ensued about Freirean principles. Vilma Guimarães and Thereza Penna Firme, authors of chapters in this volume, were part of that conversation and the first to envision this volume. Thomaz Chianca, another chapter author in that conversation, was a leader in forming the Brazilian Network for Monitoring and Evaluation. Indeed, four of the six chapters are by Brazilians with special knowledge of and ties to Freire.

I read Freire's Pedagogy of the Oppressed in graduate school in a Sociology of Development seminar at the University of Wisconsin, Madison. Vietnam War protests dominated the campus. I had just returned from Peace Corps service working with subsistence farmers in Burkina Faso. The professors teaching development had never lived among the poor and their lack of experience, and their concomitant ignorance, were alienating. The academic literature on development felt far removed from the realities of peasant life. Freire was the standout exception. His writing was deeply grounded in direct experiences with people in poverty. Oppression was not an abstraction for him. It was his lived experience. His Pedagogy of the Oppressed elevated the poor and honored their capacity for transformation.

Fast forward to today—Freirean principles, though articulated nearly 50 years ago, offer and affirm future directions for both development and, to the point here, evaluation. The principles remain fresh and timely, and dare I say, new—new in the sense that they remain far from realization, especially as an integrated whole. Given that premise, Chapter 3, written by this editor, reviews the significance and influence of Freire's works and their relevance for and impact on evaluation. That analysis generated 10 pedagogical principles I've extracted from Freire's writings and the Brazilian contributions in this volume. I explain each principle and its relevance for a critical pedagogy of evaluation. Now to an overview of this volume.

Part 1: Fresh Perspectives

This volume offers evaluators an opportunity to meet people who bring experiences and perspectives we don't regularly encounter. The Brazilian authors of these chapters knew and worked with Paulo Freire. They are sharing their experiences and insights about the implications for evaluation of Freire's pedagogy. Because who they are matters for what they have to say, I want to provide deeper than usual introductions. Their reflections are original for this volume and have never been pulled together in one place before. Part 1 contains two chapters.

Chapter 1, “The Global Influence of Freire's Pedagogy,” is written by Dr. Moacir Gadotti, professor of education at the University of São Paulo and director of the Instituto Paulo Freire in São Paulo. We are deeply honored to have Dr. Gadotti contribute to this volume. He was one of Freire's closest collaborators after Freire's return to Brazil from exile. They worked together for almost 20 years. He was Chief of Cabinet when Paulo Freire was Secretary of Education of the city of Sao Paulo. His book, Reading Paulo Freire: His Life and Work, offers important insights into Freire's contributions. In this chapter, written especially for New Directions for Evaluation, Dr. Gadotti introduces a new generation of evaluators to Freire and reminds those of us who discovered him long ago why he remains important and relevant. His chapter was written in Portuguese and translated into English with support from the Fundação Roberto Marinho in Rio de Janeiro, for which we are deeply grateful.

Chapter 2, by Thereza Penna Firme and Vathsala Iyengar Stone, presents Freirean Pedagogy in Street Education: Unveiling the Impact on Street Children in Brazil. They present evaluation findings about a program working with homeless children that is based on Freire's pedagogy. Born in Rio de Janeiro, Dr. Penna Firme is an educator and psychologist specializing in evaluation both by academic training and professional practice. A graduate in clinical psychology (Pontific Catholic University of Rio de Janeiro—PUC-RIO), she obtained masters degrees in educational psychology (University of Wisconsin, 1965) and in education (Stanford University, 1966), as well as a Ph.D. in education and psychology of children and youth (Stanford University, 1969). Dr. Penna Firme has taught extensively at primary, secondary, and higher-education levels in Brazil. She served as director of academic programs both at PUC-RIO and at the Federal University of Rio Grande do Sul and retired as the dean of the school of education at the Federal University of Rio de Janeiro. She taught graduate-level psychology and evaluation courses, conducted research, and directed graduate student dissertations at all these institutions. Her national and international contributions include her work as lecturer, consultant, and evaluator for organizations such as USAID, UNICEF, UNESCO El Salvador Ministry of Education, International Development Bank, World Bank, and Panamerican Health Organization. She has extensive experience evaluating programs for at-risk children. Currently Dr. Penna Firme coordinates the Evaluation Center at the CESGRANRIO Foundation and is evaluation consultant for the Roberto Marinho Foundation, both in Brazil.

The chapter's coauthor, Dr. Vathsala I. Stone, is Thereza's long-time close friend and colleague. Dr. Stone directs research and evaluation at the University at Buffalo's Center for Assistive Technology (CAT). She holds a Ph.D. in educational evaluation and research design from Florida State University (1974). Dr. Stone's career consists of 40 years as an evaluation professional in national and international contexts, 17 of those years spent in Brazil. She has taught and practiced evaluation, consulted, conducted research, and authored publications in evaluation and education. Besides her experience with formal education systems, a large part of her research and consultation for international organizations is centered on special needs populations—from children-at-risk (UNICEF), to children with limited or no access to education (Brazilian Space Research Institute), to economically disadvantaged populations (Roberto Marinho Foundation). Over the past 20 years at the Center for Assistive Technology, Dr. Stone has worked with multidisciplinary teams engaged in knowledge translation and technology transfer for persons with disabilities in need.

Part 2: Freirean Principles

Part 2 presents pedagogy of evaluation principles extracted from the writings of Paulo Freire and the chapters in Part 1. In Chapter 3, I identify, explain, and document the principles, an inspiration for principles-focused evaluation (Patton, 2017).

Chapter 4, “Pedagogy in Process Applied to Evaluation: Learning From Paulo Freire's Work in Guinea-Bissau,” by Thomaz K. Chianca and Claudius Ceccon, examines and tests the principles based on Friere's work in Guiné Bissau. Thomaz Chianca is an international evaluation consultant with 20 years of experience in Brazil and in other 23 countries. His work encompasses several content areas including early childhood development and education, rural poverty reduction, decent work agenda, environmental protection, livestock care and management, children and adolescents’ rights, and after-school initiatives, among others. He has a Ph.D. in interdisciplinary evaluation from Western Michigan University (USA), a master of public health from the University of North Carolina at Chapel Hill (USA), and a dental surgeon degree from the Federal University of Rio de Janeiro (Brazil). He is a founding member of the Brazilian Monitoring and Evaluation Association and a member of its first managing board (2015–2017).