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Power, Privilege, and Competence: Using the 2018 AEA Evaluator Competencies to Shape Socially Just Evaluation Practice
Author(s) -
Symonette Hazel,
Miller Robin Lin,
Barela Eric
Publication year - 2020
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.20433
Subject(s) - competence (human resources) , privilege (computing) , equity (law) , social justice , engineering ethics , power (physics) , public relations , sociology , psychology , social psychology , political science , social science , law , physics , quantum mechanics , engineering
Twenty‐first century evaluators face an imperative to recognize their privileged role in navigating socially complex terrain in ways that are ethical, demonstrate sensitivity to local and global social inequities, and reflect awareness of contested views of reality. Social justice and equity are increasingly viewed as a foundation of practice, necessitating that evaluators learn how to address potential power imbalances occurring within evaluations, the larger contexts in which those evaluations occur, and the emerging profession itself. This chapter addresses how the 2018 American Evaluation Association (AEA) Evaluator Competencies may help evaluators direct explicit attention to issues of power, privilege, and equity. We discuss how these competencies can aid evaluators in honing their practice to support evaluation's role in attaining social justice. We also spotlight some programmatic exemplars that offer insights and resources for this work.