Suchergebnisse

"Author Bagele Chilisa updates her groundbreaking textbook to give a new generation of scholars a crucial foundation in indigenous methods, methodologies, and epistemologies. Addressing the increasing emphasis in the classroom and in the field to sensitize researchers and students to diverse perspectives - especially those of women, minority groups, former colonized societies, indigenous people, historically oppressed communities, and people with disabilities, the second edition of Indigenous Research Methodologies situates research in a larger, historical, cultural, and global context to make visible the specific methodologies that are commensurate with the transformative paradigm of social science research"--

In this mural we demonstrate liberation of evaluation from normalized publication structures. The article is a challenge to publication structures, more specifically journals, to open space for diversity of expression of thought. In this mural, practitioners, academics, policymakers, development partners, VOPEs (Voluntary Organizations for Professional Evaluations), speak to the strategies to decolonize evaluation. The immediate impact of this mural is a demonstrated commitment to decolonize evaluation by more than 50 individuals and entities. Taking up the commitment will be a demonstrable change that came with the mural. The mural also provides an open space for the exchange of ideas, and strategies to decolonize evaluation. Moreover, the contributing voices are preserved in their own voices and their contribution to global knowledge production is acknowledged. This is indeed a departure from the ethics of confidentiality in research where the participants in an evaluation inquiry largely remain anonymous even in the co-creation of knowledge. We believe that when participants in an evaluation inquiry come across their commitments in evaluation journals, they are encouraged to further form coalitions with like minds and hold themselves accountable collectively to liberate evaluation from the remnants of colonialism.

The theme of the special issue decolonizing evaluation: towards a fifth paradigm, an initiative of the International Evaluation academy (IEA), was inspired by the concerns that while evaluation reports largely tell stories of success, on the ground there is minimal change, communities remain impoverished, interventions cause harm to the environment and evaluation allow that to happen.

This book explores and critiques existing research paradigms, presents African counter-arguments and examples, and proposes methodologies more appropriate for African contexts. The emphasis is on African realities, values and ways of knowing.--Publisher's description

The article engages with debates on democratizing and decolonizing research to promote multi-epistemological research partnerships that revolutionize the research methods landscape, bringing new paradigms onto the map to advance new research methods that engage and transform communities. The argument in the article is that people of all worlds irrespective of geographic location, colour, race, ability, gender or socio-economic status should have equal rights in the research scholarship and research process to name their world views, apply them to define themselves and be heard. An African-based relational paradigm that informs a postcolonial research methodological framework within which indigenous and non–indigenous researchers can fit their research is presented. The article further illustrates how an African relational ontological assumption can inform a complimentary technique of gathering biographical data on the participants and how African relational epistemologies can inform partnership of knowledge systems. The use of proverbs and songs as indigenous literature and community voices that researchers can use to deconstruct stereotypes and deficit theorizing and community-constructed ideologies of dominance is illustrated.

AbstractThis chapter explores the meaning of decolonization and indigenization and the importance of these terms in conceptualizing research and evaluation in formerly colonized nations. We provide an exploration of ways in which efforts to "Africanize" the theory and practice of evaluation can be translated into widespread practice. In doing so, the rationale for an African‐rooted and African‐driven evaluation is discussed. We describe four evaluation conceptual frameworks: the least indigenized, integrative, predominantly Indigenous, and third space evaluation methodology. At the heart of these conceptual frameworks is the Indigenous knowledge systems that must be restored, protected, revitalized, and afforded justice. Our argument is that philosophical assumptions specific to African cultures and histories should inform evaluation theory and practice. The emerging evaluation practices will then emanate from the cultures and values of the African peoples.