Inclusive evaluation: Implications of transformative theory for evaluation

Evaluators face a challenge in responding to a call for greater inclusivene ss of marginalized groups. In this presentation, I examine the contribution that transformative theory can make toward meeting this challenge. Transfo rmative scholars assume that knowledge is not neutral, but is influenced by human interests, and that all knowledge reflects the power and social rela tionships within society, and that an important purpose of knowledge constr uction is to help people improve society. I propose the use of an inclusive model of evaluation that can address the tension between what is needed to accurately represent the experiences of marginalized groups and the tradit ional canons of research.