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Inclusive Evaluation: Implications of Transformative Theory for Evaluation
Donna M. Mertens
4600 Marie Street, Beltsville, MD 20705, donna.mettens{at}gallaudet.edu
Evaluators face a challenge in responding to a call for greater inclusiveness of marginalized groups. In this presentation, I examine the contribution that transformative theory can make toward meeting this challenge. Transformative scholars assume that knowledge is not neutral, but is influenced by human interests, and that all knowledge reflects the power and social relationships within society, and that an important purpose of knowledge construction is to help people improve society. I propose the use of an inclusive model of evaluation that can address the tension between what is needed accurately represent the experiences of marginalized groups research and the traditional canons of research.
American Journal of Evaluation, Vol. 20, No. 1,
1-14 (1999)
DOI: 10.1177/109821409902000102
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