The evaluator and evaluation: Critical considerations for the future of education and training

Abstract

In this chapter, we reflect on the aims and gaps of this volume and the positionality of the co-editors and contributors. We invite readers to consider how education and training for evaluators are or should be conceptualized and actualized, and detail future areas for consideration and attention. VOLUME CONTRIBUTORSAs introduced in the Guest Editors' notes, we dreamed of developing a volume that would detail both the rich, varied history of evaluator education and its contemporary happenings. We hoped to intentionally create spaces for people(s) who had not frequently been represented in discussions about evaluator education. In this final chapter, we describe our contributors and provide the reader with a sense of our intentions. We also highlight the gaps of this volume and share considerations for future work in this area.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Rooted in perpetuity: Weaving grandfather teachings as an ongoing journey for CRE, IE, and evaluators

“…Hood et al (2001) spoke of constructs created by others based on their values, not by or with the values of the targeted culture groups and suggested cultural pluralism constructs might have different results if this discrepancy were addressed. Neubauer et al (2023) discuss scholarship of teaching and learning (SoTL) as a practice to invite educators to critically examine themselves. Small steps begin with demonstrating perseverance and attentiveness within community contexts and Indigenous evaluations.…”