Pragmatism or transformation? Participatory evaluation of a humanitarian education project in sierra leone

Canadian Journal of Program Evaluation

Volumn 21, Issue 1, 2006, Pages 107-129

  Maclure, Richard ^a  

^a UNIVERSITY OF OTTAWA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34250156725     PISSN: 08341516     EISSN: 00077720     Source Type: Journal    
DOI: None     Document Type: Article

References (35)

1. Academy for Educational Development (2000). The education imperative: Educating refugee children. Washington, DC: Academy for Educational Development & the Women's Commission for Refugee Women and Children.
2. Binnendijk, A. (2000). Effective practices in conducting a joint multi-donor evaluation. Paris: OECD (Development Assistance Committee, Working Party on Aid Evaluation).
3. Chambers, R. (1983). Rural development: Putting the first last. London: Longman Group.
4. Clark, J. (1995). The state, popular participation, and the voluntary sector. World Development, 23, 593-601.
5. Cousins, J.B. (2005). Will the real empowerment evaluation please stand up? A critical friend perspective. In D.M. Fetterman & A. Wandersman (Eds.), Empowerment evaluation principles in practice (pp. 183-208). New York: Guilford.
6. Cousins, J.B., & Earl, L.M. (Eds.). (1995). Participatory evaluation in education: Studies in use and organizational learning. Washington: Falmer.
7. Cousins, J.B., & Whitmore, E. (1998). Framing participatory evaluation. In E. Whitmore (Ed.), Participatory evaluation approaches: New directions for evaluation, 80 (pp. 5-23). San Francisco: Jossey-Bass.
8. Estrella, M., & Gaventa, J. (1999). Who counts reality? Participatory monitoring and evaluation: literature review (Working paper 70). Brighton, UK: University of Sussex, Institute of Development Studies.
9. Fals-Borda, O., & Anisur-Rahman, M. (1991). Action and knowledge: Breaking the monopoly with participatory action research. New York: Apex.
10. Faure, S. (2004, May). Where development goes, evaluation must follow: How evaluation can contribute to the implementation of new approaches to development assistance. Paper presented at the annual conference of the Canadian Evaluation Society, Saskatoon, SK.
11. Fernandes, W., & Tandon, R. (1981). Participatory research and evaluation: Experiments in research as a process of liberation. New Delhi: Indian Social Institute.
12. Foucault, M. (1980). Power /Knowledge: Selected interviews and other writings, 1972-1977. New York: Pantheon.
13. Freeman, T., Balani, V., Faure, S.D., & Maclure, R. (2003). Local solutions to global challenges: Toward effective partnership in basic education. The Hague: Netherlands Ministry of Foreign Affairs for the Consultative Group of Evaluation Departments.
14. Freire, P. (1994). Pedagogy of hope. New York: Continuum.
15. Hoffman, C.-A., Roberts, L., Shoham, J., & Harvey, P. (2004). Measuring the impact of humanitarian aid: A review of current practice. London: Overseas Development Institute.
16. Holzgrefe, J.L., & Keohane, R.O. (Eds.). (2003). Humanitarian intervention: Ethical, legal and political dilemmas. Cambridge: Cambridge University Press.
17. Kaiser, T. (2002). Participatory and beneficiary based approaches to the evaluation of humanitarian programmes: New issues in refugee research (Working paper 51). Geneva: Evaluation and Policy Analysis Unit, UNHCR.
18. King, K., & Buchert, L. (Eds.). (1999). Changing international aid to education. Paris: UNESCO.
19. Lavergne, R. (2004). Strengthening aid effectiveness: Principles, operational implications, and approaches. Hull: Canadian International Development Agency.
20. Maclure, R. (2000). NGOs and education in Sub-Saharan Africa: Instruments of hegemony or surreptitious resistance? Education and Society, 18(2), 25-45.
21. Maclure, R. (2001). Rapid education for child war victims in Sierra Leone: An evaluation of PLAN International's rapid educational intervention. London: PLAN International.
22. Meier, W. (1999). In search of indigenous participation in education sector studies in Sub-Saharan Africa. Unpublished master's thesis. Ottawa: University of Ottawa.
23. Patton, M.Q. (1997). Utilization-focused evaluation: The new century text (3rd ed.). Newbury Park, CA: Sage.
24. Payne, L. (1998). Rebuilding communities in a refugee settlement: A casebook from Uganda. Oxford: Oxfam.
25. Pigozzi, M.J. (1999). Education in emergencies and for reconstruction: A developmental approach. New York: UNICEF Working Paper Series, Programme Division, Education Section.
26. Retamal, G., & Aedo-Richmond, R. (Eds.). (1998). Education as a humanitarian response. Herndon, VA: Cassell.
27. Roche, C. (1999). Impact assessment for development agencies: Learning to value change. Oxford: Oxfam.
28. Samoff, J. (1999). Cooperation, but limited control and little ownership. In ADEA, Partnerships for capacity building and quality improvements in education. Paris: Association for the Development of Education in Africa (ADEA).
29. Samoff, J. (2001). When progress is process: Evaluating aid to basic education: Issues and strategies. Paper prepared for the Joint Evaluation of Aid to Basic Education coordinated by the Government of the Netherlands and the Association of Universities and Colleges of Canada.
30. Samoff, J., & Stromquist, N. P. (2001). Managing knowledge and storing wisdom: New forms of foreign aid? Development and Change, 32, 631-656.
31. Schacter, M. (2000). Evaluation capacity development: Sub-Saharan Africa: Lessons from experience in support of sound governance (BCD Working Paper Services #7), World Bank Operations Evaluation Department. Washington, DC: World Bank.
32. Sphere Project Handbook. (2004). Retrieved May 14, 2005, from 〈http://www.sphereproject.org/handbook/〉.
33. Terry, F. (2002). Condemned to repeat? The paradox of humanitarian action. Ithaca, NY: Cornell University Press.
34. UNESCO. (2001). Education in emergencies: Education for populations affected by conflict, calamity or instability. Paris: Author.
35. Wheeler, N.J. (2002). Saving strangers: Humanitarian intervention in international society. Oxford: Oxford University Press.