Participatory Evaluation of Development Assistance: Dealing with Power and Facilitative Learning

This article addresses two issues: the theoretical strengthening of the participatory evaluation concept, and the strengths and weaknesses in practice of this approach. It demonstrates how participatory evaluation can be strengthened conceptually and theoretically if based on fourth-generation evalu...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Evaluation (London, England. 1995) England. 1995), 1996-04, Vol.2 (2), p.151-171
1. Verfasser: Rebien, Claus C.
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 171
container_issue 2
container_start_page 151
container_title Evaluation (London, England. 1995)
container_volume 2
creator Rebien, Claus C.
description This article addresses two issues: the theoretical strengthening of the participatory evaluation concept, and the strengths and weaknesses in practice of this approach. It demonstrates how participatory evaluation can be strengthened conceptually and theoretically if based on fourth-generation evaluation and Giddens's structuration theory. Through an analysis of two evaluations in Zambia and Swaziland, strengths and weaknesses of applying the approach in practice are illustrated. The analysis includes elements from Foucault's theory on power, and from theories about decision-making and learning from political and organizational science. It concludes that, using a participatory evaluation approach, interaction and thus learning processes among stakeholders are initiated and facilitated, and that this benefits the ongoing project-implementation process. The characteristic asymmetrical relationship of power between donor and recipient is potentially ameliorated, allowing the less powerful a greater influence on the evaluation and the ensuing implementation process.
doi_str_mv 10.1177/135638909600200203
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_61581621</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sage_id>10.1177_135638909600200203</sage_id><sourcerecordid>57725116</sourcerecordid><originalsourceid>FETCH-LOGICAL-c277t-80d29140d0782a328121f8070e5dce240476eec95f821e78e7090de5bd33bcd33</originalsourceid><addsrcrecordid>eNqFkU1Lw0AQhhdRsFb_gKecxEvszCb7kWOp9QMKetBz2G4mkpJm625S6L93Q70JFYaZOTzvMPMOY7cID4hKzTATMtMFFBKAj5GdsQnmElOFIjuPfQTSkbhkVyFsAFBygRPG343vG9vsTO_8IVnuTTuYvnFd4urkkfbUut2Wuj6Zh9CE3nSWrtlFbdpAN791yj6flh-Ll3T19vy6mK9Sy5XqUw0VLzCHCpTmJuMaOdYaFJCoLPEcciWJbCFqzZGUJgUFVCTWVZatbUxTdnecu_Pue6DQl9smWGpb05EbQilR6HgF_gsKpeKtKP8Foz8Fj6ZF8P4kiEqigmj8uCU_ota7EDzV5c43W-MPJUI5_qb8-5somh1FwXxRuXGD76KTpxQ_ncqMOw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1761701773</pqid></control><display><type>article</type><title>Participatory Evaluation of Development Assistance: Dealing with Power and Facilitative Learning</title><source>Sociological Abstracts</source><source>Applied Social Sciences Index &amp; Abstracts (ASSIA)</source><source>SAGE Complete A-Z List</source><creator>Rebien, Claus C.</creator><creatorcontrib>Rebien, Claus C.</creatorcontrib><description>This article addresses two issues: the theoretical strengthening of the participatory evaluation concept, and the strengths and weaknesses in practice of this approach. It demonstrates how participatory evaluation can be strengthened conceptually and theoretically if based on fourth-generation evaluation and Giddens's structuration theory. Through an analysis of two evaluations in Zambia and Swaziland, strengths and weaknesses of applying the approach in practice are illustrated. The analysis includes elements from Foucault's theory on power, and from theories about decision-making and learning from political and organizational science. It concludes that, using a participatory evaluation approach, interaction and thus learning processes among stakeholders are initiated and facilitated, and that this benefits the ongoing project-implementation process. The characteristic asymmetrical relationship of power between donor and recipient is potentially ameliorated, allowing the less powerful a greater influence on the evaluation and the ensuing implementation process.</description><identifier>ISSN: 1356-3890</identifier><identifier>EISSN: 1461-7153</identifier><identifier>DOI: 10.1177/135638909600200203</identifier><language>eng</language><publisher>Thousand Oaks, CA: Sage Publications</publisher><subject>Accountability ; Action Research ; Aid evaluation ; Case studies ; Community Involvement ; Community participation ; Development Programs ; Development projects ; Evaluation ; Evaluation Research ; Evaluation techniques ; Foreign Aid ; Learning ; Non-governmental organizations ; Organization theory ; Power ; Program Evaluation ; Program Implementation ; Swaziland ; Technical Assistance ; Zambia</subject><ispartof>Evaluation (London, England. 1995), 1996-04, Vol.2 (2), p.151-171</ispartof><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c277t-80d29140d0782a328121f8070e5dce240476eec95f821e78e7090de5bd33bcd33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/135638909600200203$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/135638909600200203$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21799,27903,27904,30979,33754,43600,43601</link.rule.ids></links><search><creatorcontrib>Rebien, Claus C.</creatorcontrib><title>Participatory Evaluation of Development Assistance: Dealing with Power and Facilitative Learning</title><title>Evaluation (London, England. 1995)</title><description>This article addresses two issues: the theoretical strengthening of the participatory evaluation concept, and the strengths and weaknesses in practice of this approach. It demonstrates how participatory evaluation can be strengthened conceptually and theoretically if based on fourth-generation evaluation and Giddens's structuration theory. Through an analysis of two evaluations in Zambia and Swaziland, strengths and weaknesses of applying the approach in practice are illustrated. The analysis includes elements from Foucault's theory on power, and from theories about decision-making and learning from political and organizational science. It concludes that, using a participatory evaluation approach, interaction and thus learning processes among stakeholders are initiated and facilitated, and that this benefits the ongoing project-implementation process. The characteristic asymmetrical relationship of power between donor and recipient is potentially ameliorated, allowing the less powerful a greater influence on the evaluation and the ensuing implementation process.</description><subject>Accountability</subject><subject>Action Research</subject><subject>Aid evaluation</subject><subject>Case studies</subject><subject>Community Involvement</subject><subject>Community participation</subject><subject>Development Programs</subject><subject>Development projects</subject><subject>Evaluation</subject><subject>Evaluation Research</subject><subject>Evaluation techniques</subject><subject>Foreign Aid</subject><subject>Learning</subject><subject>Non-governmental organizations</subject><subject>Organization theory</subject><subject>Power</subject><subject>Program Evaluation</subject><subject>Program Implementation</subject><subject>Swaziland</subject><subject>Technical Assistance</subject><subject>Zambia</subject><issn>1356-3890</issn><issn>1461-7153</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1996</creationdate><recordtype>article</recordtype><sourceid>BHHNA</sourceid><sourceid>7QJ</sourceid><recordid>eNqFkU1Lw0AQhhdRsFb_gKecxEvszCb7kWOp9QMKetBz2G4mkpJm625S6L93Q70JFYaZOTzvMPMOY7cID4hKzTATMtMFFBKAj5GdsQnmElOFIjuPfQTSkbhkVyFsAFBygRPG343vG9vsTO_8IVnuTTuYvnFd4urkkfbUut2Wuj6Zh9CE3nSWrtlFbdpAN791yj6flh-Ll3T19vy6mK9Sy5XqUw0VLzCHCpTmJuMaOdYaFJCoLPEcciWJbCFqzZGUJgUFVCTWVZatbUxTdnecu_Pue6DQl9smWGpb05EbQilR6HgF_gsKpeKtKP8Foz8Fj6ZF8P4kiEqigmj8uCU_ota7EDzV5c43W-MPJUI5_qb8-5somh1FwXxRuXGD76KTpxQ_ncqMOw</recordid><startdate>199604</startdate><enddate>199604</enddate><creator>Rebien, Claus C.</creator><general>Sage Publications</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7U3</scope><scope>BHHNA</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>7QJ</scope></search><sort><creationdate>199604</creationdate><title>Participatory Evaluation of Development Assistance</title><author>Rebien, Claus C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c277t-80d29140d0782a328121f8070e5dce240476eec95f821e78e7090de5bd33bcd33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1996</creationdate><topic>Accountability</topic><topic>Action Research</topic><topic>Aid evaluation</topic><topic>Case studies</topic><topic>Community Involvement</topic><topic>Community participation</topic><topic>Development Programs</topic><topic>Development projects</topic><topic>Evaluation</topic><topic>Evaluation Research</topic><topic>Evaluation techniques</topic><topic>Foreign Aid</topic><topic>Learning</topic><topic>Non-governmental organizations</topic><topic>Organization theory</topic><topic>Power</topic><topic>Program Evaluation</topic><topic>Program Implementation</topic><topic>Swaziland</topic><topic>Technical Assistance</topic><topic>Zambia</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rebien, Claus C.</creatorcontrib><collection>CrossRef</collection><collection>Social Services Abstracts</collection><collection>Sociological Abstracts</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>Applied Social Sciences Index &amp; Abstracts (ASSIA)</collection><jtitle>Evaluation (London, England. 1995)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rebien, Claus C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Participatory Evaluation of Development Assistance: Dealing with Power and Facilitative Learning</atitle><jtitle>Evaluation (London, England. 1995)</jtitle><date>1996-04</date><risdate>1996</risdate><volume>2</volume><issue>2</issue><spage>151</spage><epage>171</epage><pages>151-171</pages><issn>1356-3890</issn><eissn>1461-7153</eissn><abstract>This article addresses two issues: the theoretical strengthening of the participatory evaluation concept, and the strengths and weaknesses in practice of this approach. It demonstrates how participatory evaluation can be strengthened conceptually and theoretically if based on fourth-generation evaluation and Giddens's structuration theory. Through an analysis of two evaluations in Zambia and Swaziland, strengths and weaknesses of applying the approach in practice are illustrated. The analysis includes elements from Foucault's theory on power, and from theories about decision-making and learning from political and organizational science. It concludes that, using a participatory evaluation approach, interaction and thus learning processes among stakeholders are initiated and facilitated, and that this benefits the ongoing project-implementation process. The characteristic asymmetrical relationship of power between donor and recipient is potentially ameliorated, allowing the less powerful a greater influence on the evaluation and the ensuing implementation process.</abstract><cop>Thousand Oaks, CA</cop><pub>Sage Publications</pub><doi>10.1177/135638909600200203</doi><tpages>21</tpages></addata></record>
fulltext fulltext
identifier ISSN: 1356-3890
ispartof Evaluation (London, England. 1995), 1996-04, Vol.2 (2), p.151-171
issn 1356-3890
1461-7153
language eng
recordid cdi_proquest_miscellaneous_61581621
source Sociological Abstracts; Applied Social Sciences Index & Abstracts (ASSIA); SAGE Complete A-Z List
subjects Accountability
Action Research
Aid evaluation
Case studies
Community Involvement
Community participation
Development Programs
Development projects
Evaluation
Evaluation Research
Evaluation techniques
Foreign Aid
Learning
Non-governmental organizations
Organization theory
Power
Program Evaluation
Program Implementation
Swaziland
Technical Assistance
Zambia
title Participatory Evaluation of Development Assistance: Dealing with Power and Facilitative Learning
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-25T07%3A59%3A52IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Participatory%20Evaluation%20of%20Development%20Assistance:%20Dealing%20with%20Power%20and%20Facilitative%20Learning&rft.jtitle=Evaluation%20(London,%20England.%201995)&rft.au=Rebien,%20Claus%20C.&rft.date=1996-04&rft.volume=2&rft.issue=2&rft.spage=151&rft.epage=171&rft.pages=151-171&rft.issn=1356-3890&rft.eissn=1461-7153&rft_id=info:doi/10.1177/135638909600200203&rft_dat=%3Cproquest_cross%3E57725116%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1761701773&rft_id=info:pmid/&rft_sage_id=10.1177_135638909600200203&rfr_iscdi=true