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Against the majoritarian story of school reform: The Comer schools evaluation as a critical race counternarrative
Author(s) -
Noblit George W.,
Jay Michelle
Publication year - 2010
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.340
Subject(s) - critical race theory , race (biology) , construct (python library) , critical theory , race to the top , evaluation methods , mathematics education , pedagogy , sociology , computer science , psychology , political science , gender studies , law , reliability engineering , programming language , engineering , politics
Critical race theory (CRT) is a relatively new theory that has been little used in evaluation practice. The authors explore an example of critical race evaluation working with James Comer's School Development Program. In this evaluation common tropes associated with CRT were used to construct a counternarrative of school reform. The authors conclude that CRT has a place in evaluation, but that it also makes some demands on evaluators and those being evaluated that may make it less likely to be used than other theories. © Wiley Periodicals, Inc., and the American Evaluation Association.