Intersecciones entre evaluación participativa y pedagogía social

Autores/as

  • Jill Anne Chouinard University of Ottawa
  • Peter Milley University of Ottawa
  • J. Bradley Cousins Director, Centre for Research on Educational and Community Services. University of Ottawa

DOI:

https://doi.org/10.7179/PSRI_2014.24.06

Palabras clave:

pedagogía social, evaluación participativa, cambio social

Resumen

Debido a su desarrollo y evolución, hoy día se discute la existencia de vínculos entre la evaluación participativa y la pedagogía social. En este artículo analizamos las afinidades entre estos dos campos científicos, para identificar puntos de enlace y divergencia, con mayor profundidad que lo desarrollado hasta el presente. Siguiendo una revisión reciente de más 100 estudios empíricos de evaluación participativa (Cousins & Chouinard, 2012), reexaminamos una selección de temas emergentes desde una perspectiva pedagógico-social. Destacamos similitudes y diferencias, y exponemos una serie de problemas a tener en cuenta en la evaluación participativa, con el fin de abrir el diálogo entre aquellos profesionales involucrados en la investigación y la práctica de uno u otro campo.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Amo, C. & Cousins, J. B. (2007). Going through the process: An examination of the operationalization of process use in empirical research on evaluation. In J. B. Cousins (Ed.), Process use in theory, research and practice. New Directions for Evaluation.No. 116 (pp. 5-26). San Francisco: Jossey-Bass.

Brisolara, S. (1998).The history of participatory evaluation and current debates in the field.In E. Whitmore (Ed.), Understanding and practicing participatory evaluation.New Directions in Evaluation, No. 80 (pp. 25-41). San Francisco: Jossey Bass.

Cameron, C. & Moss, P. (2011). Social pedagogy: Understandings and opportunities. In C. Cameron & P. Moss (Eds.), Social pedagogy and working with children and young people. (pp. 7-32). London: Jessica Kingsley Publishers.

Cameron, C., Petrie, P. Wigfall, V., Kleipoedszus, S. & Jasper, A. (2011). Final report of the social pedagogy pilot programme: development and implementation. . London: Institute of Education. Available online: http://www.ioe.ac.uk/study/departments/tcru/4804.html.

Chouinard, J. A. (2013). The case for participatory evaluation in an era of accountability. American Journal of Evaluation, 34(2), 237-253.

Chouinard, J. A. & Cousins, J. B. (2013). Participatory evaluation for development: Examining research-based knowledge from the African perspective.African Evaluation Journal, 1(1), 1-19.

Chouinard, J. A. & Cousins, J. B. (in press). The journey from rhetoric to reality: Participatory evaluation in a development context. Educational Assessment, Evaluation and Accountability.

Cornwall, A. &Jewkes, R. (1995). What is participatory research? Social Science and Medicine, 41(12), 1667-1676.

Cousins, J. B. (2007).Process use in theory, resesarch and practice. New Directions for Evaluation. No. 116. San Francisco: Jossey Bass.

Cousins, J. B. & Chouinard, J. (2012).Participatory evaluation up close: A review and integration of research-based knowledge. Charlotte NC: Information Age Press.

Cousins, J. B. & Earl, L. M. (1992).The case for participatory evaluation.Educational Evaluation and Policy Analysis, 14(4), 397-418.

Coussée, F., Bradt, L., Roose, R. &Bouverne-De Bie, M. (2010).The emerging social pedagogical paradigm in UK child and youth care: Deus ex machina or walking the beaten path? British Journal of Social Work, 40, 789-805.

Eichsteller, G., &Holzhoff, S. (2011a). Conceptual foundations of social pedagogy: A transnational perspective from Germany. In C. Cameron & P. Moss (Eds.), Social pedagogy and working with children and young people. (pp. 33-52). London: Jessica Kingsley.

Eichsteller, G. & Holzhoff, S. (2011b). Social pedagogy as an ethical orientation towards working with people – historical perspectives. . Children Australia, 36.(4), 176-185.

Eriksson, L. & Markström, A.-M. (2003). Interpreting the concept of social pedagogy. In A. Gustavsson, H.-E. Hermansson & J. Hämäläinen (Eds.), Perspective and theory in social pedagogy (pp. 9-23). Göteborg: Daidalos.

Fetterman, D. &Wandersman, A. (Eds.). (2005). Empowerment evaluation principles in practice. New York: Guilford.

Friere, P. (1970). Pedagogy of the oppressed. New York: Seabury Press.

Gaventa, J., Creed, V. & Morrissey, J. (1998). Scaling up: Participatory monitoring and evaluation of a federal empowerment program. In E. Whitmore (Ed.), Understanding and practicing participatory evaluation.New Directions in Evaluation, No. 80 (pp. 81-94). San Francisco: Jossey Bass.

Giroux, H.A. (2005). Border crossings: Cultural workers and the politics of education.New York, NY: Routledge.

Greene, J. (2000). Challenges in practicing deliberative democratic evaluation. In K. E. Ryan & L. DeStefano (Eds.), Evaluation as a democratic process: Promoting inclusion, dialogue, and deliberation No. 85 (pp. 27-38). San Francisco: Jossey-Bass.

Gregory, A. (2000). Problematizing participation. Evaluation, 6(2), 179-199.

Hämäläinen, J. (2003). The concept of social pedagogy in the field of social work.Journal of Social Work, 3(1), 69-80.

Hämäläinen, J. (2012). Social pedagogical eyes in the midst of diverse understandings, conceptualisations and activities. International Journal of Social Pedagogy, 1(1), 3-16.

Katz, S., Sutherland, S. & Earl, L. (2002). Developing an evaluation habit of mind. Canadian Journal of Program Evaluation, 17(2), 103-119.

Koengeter, S. & Schroeer, W. (2013). Variations of social pedagogy – Explorations of the transnational settlement movement. Educational Policy Analysis Archives, 21(42), 1-21.

Lave, J. & Wagner, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Lewin, K. (1946). Action research and minority problems. Journal of Social Issues 2(4), 34-46.

Long, N. (1992). Battlefields of knowledge: The interlocking of theory and practice in social research and development. In N. Long & A. Long (Eds.), (pp. 3-43). London: Routledge.

Lorenz, W. (1994). Social work in a changing Europe London: Routledge.

Lorenz, W. (2008). Paradigms and politics: Understanding methods paradigms in an historical context: The case of social pedagogy. British Journal of Social Work, 38 625-644.

Oakley, P. (1991). Projects with people: The practice of participation in rural development. Geneva: International Labour Organisation.

Patton, M. Q. (1998). Discovering process use. Evaluation, 4, 225-233.

Patton, M. Q. (2008).Utilization-focused evaluation (4th ed.). Thousand Oaks, CA: Sage.

Schugurensky, D. (2011). Paulo Freire. New York: Continuum.

Schugurensky, D., & Silver, M. (2013). Social pedagogy: Historical traditions and transnational connections. Education Policy Analysis Archives, 21(35), 1-16.

Schwandt, T. (2003). “Back to the rough ground!” Beyond theory to practice in evaluation.Evaluation, 9(3),353-364.

Smith, M., & Whyte, B. (2008). Social education and social pedagogy: Reclaiming a Scottish tradition in social work. European Journal of Social Work, 11(1), 15-28.

Smith, M. K. (2012). Social pedagogy: The development of theory and practice. Encyclopaedia of Informal Education. Retrieved November 20, 2013, from http://infed.org/mobi/social-pedagogy-the-development-of-theory-and-practice.

Smith, M. K. (2012). Social pedagogy: the development of theory and practice. In the encyclopaedia of informal education. Retrieved November 20, 2013, from http://infed.org/mobi/social-pedagogy-thedevelopment-of-theory-and-practice.

Storø, J. (2012). The difficult connection between theory and practice in social pedagogy. International Journal of Social Pedagogy, 1(1), 17-29.

Trickett, E. J. & Ryerson-Espino, S. L. (2004). Collaboration and social inquiry: Multiple meanings of a construct and its role in creating useful and valid knowledge. . American Journal of Community Psychology, 34(1/2), 1-69.

Úcar, X. (2012). Social pedagogy in Latin America and Europe: looking for new answers to old questions. In J. Kornbeck and N. R. Jensen (Eds.), Social pedagogy for the entire lifespan, Volume 2. Bremen: EuropauscherHochschulverlagGambH & Co. KG.

Úcar, X. (2013). Exploring different perspectives of social pedagogy: towards a complex and integrated approach. Education Policy Analysis Archives, 21(36), 1-19.

Descargas

Publicado

2014-06-11