Premium
Envisioning an Evaluation Curriculum to Develop Culturally Responsive Evaluators and Support Social Justice
Author(s) -
Collins Prisca M.,
Kirkhart Karen E.,
Brown Tanya
Publication year - 2014
Publication title -
new directions for evaluation
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.374
H-Index - 40
eISSN - 1534-875X
pISSN - 1097-6736
DOI - 10.1002/ev.20091
Subject(s) - internship , curriculum , conceptualization , diversity (politics) , program design language , social justice , program evaluation , curriculum development , pedagogy , sociology , engineering ethics , medical education , political science , computer science , social science , medicine , engineering , software engineering , public administration , artificial intelligence , anthropology
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.