What Does it Take to do Evaluation in Communities and Cultural Contexts Other Than Our Own?

Abstract

Background: This paper builds on the growing body of evaluation literature around the importance of culture and cultural context in evaluation (e.g. Greene, 2005; Hood, Hopson and Frierson 2005; Hopson, 2009; Kirkhart, 1995 and 2005; La France, 2001). Purpose: The place of language, culture, cultural context, and leadership roles in evaluation is explored through consideration of the question, “What does it take to do evaluation in communities and cultural contexts other than our own?” Setting: Not applicable. Intervention: Not applicable. Research Design: Not applicable. Findings: Attention to the location of power and privilege in evaluation, and to community engagement and ‘sense-making’ processes are the conversational starting points to begin to explore what it takes to do evaluation in communities, where the language, culture, and cultural context are different from one’s own. Keywords: culture, context, diversity, power, indigenous communities, communities of color, values, ethics, cultural competence, validity