Reflections on Being a Learner: The Value of Relationship-based Community Evaluations in Indigenous Communities
Drawing on Donna M. Mertens and Amy T. Willson’s work on transformative paradigms in program evaluations together with the authors experience working in partnership with First Nations communities in Ontario, Canada this paper explores the lessons learned from the process of moving between assumption...
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University of Toronto Press
2020
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ftunivcalgaryojs:oai:journalhosting.ucalgary.ca:article/68857 2023-05-15T16:15:48+02:00 Reflections on Being a Learner: The Value of Relationship-based Community Evaluations in Indigenous Communities McKinley, Gerald 2020-03-02 application/pdf https://journalhosting.ucalgary.ca/index.php/cjpe/article/view/68857 eng eng University of Toronto Press https://journalhosting.ucalgary.ca/index.php/cjpe/article/view/68857/53896 https://journalhosting.ucalgary.ca/index.php/cjpe/article/view/68857 Copyright (c) 2020 Canadian Evaluation Society Canadian Journal of Program Evaluation; Vol. 34 No. 3 (2020): Special Issue 2020 / Numéro spécial 2020 1496-7308 0834-1516 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2020 ftunivcalgaryojs 2022-03-22T21:12:23Z Drawing on Donna M. Mertens and Amy T. Willson’s work on transformative paradigms in program evaluations together with the authors experience working in partnership with First Nations communities in Ontario, Canada this paper explores the lessons learned from the process of moving between assumptions and application using the transformative paradigm in First Nations evaluations; explores the relationships between power, discourse and paradigms in the relationship between Western and Indigenous ways of knowing and Being; and, asks what steps can an evaluator take to ensure that local epistemological and ontological perspectives are respected and captured. S'appuyant sur les travaux de Donna M. Mertens et Amy T. Willson sur les paradigmes de transformation dans les évaluations de programmes, ainsi que sur l'expérience des auteurs de travailler en partenariat avec les communautés des Premières nations de l'Ontario, au Canada, cet article explore les leçons tirées du processus de transition entre hypothèses et applications en utilisant le paradigme de transformation dans les évaluations des Premières nations; explore les relations entre le pouvoir, le discours et les paradigmes dans la relation entre les modes de connaissance et d'être occidentaux et autochtones; et, demande quelles mesures un évaluateur peut-il prendre pour s'assurer que les perspectives épistémologiques et ontologiques locales sont respectées et prises en compte. Article in Journal/Newspaper First Nations Premières Nations University of Calgary Journal Hosting Canada Canadian Journal of Program Evaluation 34 3 |
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English |
description |
Drawing on Donna M. Mertens and Amy T. Willson’s work on transformative paradigms in program evaluations together with the authors experience working in partnership with First Nations communities in Ontario, Canada this paper explores the lessons learned from the process of moving between assumptions and application using the transformative paradigm in First Nations evaluations; explores the relationships between power, discourse and paradigms in the relationship between Western and Indigenous ways of knowing and Being; and, asks what steps can an evaluator take to ensure that local epistemological and ontological perspectives are respected and captured. S'appuyant sur les travaux de Donna M. Mertens et Amy T. Willson sur les paradigmes de transformation dans les évaluations de programmes, ainsi que sur l'expérience des auteurs de travailler en partenariat avec les communautés des Premières nations de l'Ontario, au Canada, cet article explore les leçons tirées du processus de transition entre hypothèses et applications en utilisant le paradigme de transformation dans les évaluations des Premières nations; explore les relations entre le pouvoir, le discours et les paradigmes dans la relation entre les modes de connaissance et d'être occidentaux et autochtones; et, demande quelles mesures un évaluateur peut-il prendre pour s'assurer que les perspectives épistémologiques et ontologiques locales sont respectées et prises en compte. |
format |
Article in Journal/Newspaper |
author |
McKinley, Gerald |
spellingShingle |
McKinley, Gerald Reflections on Being a Learner: The Value of Relationship-based Community Evaluations in Indigenous Communities |
author_facet |
McKinley, Gerald |
author_sort |
McKinley, Gerald |
title |
Reflections on Being a Learner: The Value of Relationship-based Community Evaluations in Indigenous Communities |
title_short |
Reflections on Being a Learner: The Value of Relationship-based Community Evaluations in Indigenous Communities |
title_full |
Reflections on Being a Learner: The Value of Relationship-based Community Evaluations in Indigenous Communities |
title_fullStr |
Reflections on Being a Learner: The Value of Relationship-based Community Evaluations in Indigenous Communities |
title_full_unstemmed |
Reflections on Being a Learner: The Value of Relationship-based Community Evaluations in Indigenous Communities |
title_sort |
reflections on being a learner: the value of relationship-based community evaluations in indigenous communities |
publisher |
University of Toronto Press |
publishDate |
2020 |
url |
https://journalhosting.ucalgary.ca/index.php/cjpe/article/view/68857 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations Premières Nations |
genre_facet |
First Nations Premières Nations |
op_source |
Canadian Journal of Program Evaluation; Vol. 34 No. 3 (2020): Special Issue 2020 / Numéro spécial 2020 1496-7308 0834-1516 |
op_relation |
https://journalhosting.ucalgary.ca/index.php/cjpe/article/view/68857/53896 https://journalhosting.ucalgary.ca/index.php/cjpe/article/view/68857 |
op_rights |
Copyright (c) 2020 Canadian Evaluation Society |
container_title |
Canadian Journal of Program Evaluation |
container_volume |
34 |
container_issue |
3 |
_version_ |
1766001666711093248 |