Envisioning an Evaluation Curriculum to Develop Culturally Responsive Evaluators and Support Social Justice

Prisca M. Collins, Karen E. Kirkhart, Tanya Brown

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

This chapter describes the theoretical framework underlying the Graduate Education Diversity Internship (GEDI) program curriculum and discusses how the program evolved over time. It describes the various components of the program, plus factors that influenced curriculum content and format. The chapter also discusses four levels of intended program outcomes: individual, organizational, community, and professional. As former coordinators and instructor of the program, we explain how the theoretical framework we adopted guided the development of culturally responsive evaluators committed to social justice and social change. The chapter concludes by examining the impact of program participation on the instructors, suggesting pathways of influence that lie outside the original conceptualization of the program, including how the synergy of evolving theory and curriculum enriched the program.

Original languageEnglish (US)
Pages (from-to)23-36
Number of pages14
JournalNew Directions for Evaluation
Volume2014
Issue number143
DOIs
StatePublished - Sep 1 2014

ASJC Scopus subject areas

  • Education
  • Strategy and Management
  • Management Science and Operations Research

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