scholarly journals Centring Gender and Power in Evaluation and Research: Sharing experiences from Oxfam GB's quantitative impact evaluations

2021 ◽  
Author(s):  
Sarah Barakat ◽  
Alexia Pretari ◽  
Jaynie Vonk
Keyword(s):  
Social Justice ◽  
Monitoring And Evaluation ◽  
Lessons Learned ◽  
Ethical Considerations ◽  
Evaluation Practices ◽  
Gender Binary ◽  
Gender And Power ◽  
Quantitative Impact ◽  
The Way

Bringing a feminist intent to research, monitoring and evaluation practices leads to defining these as tools to contribute to transforming the lives of women, girls and non-binary people, and to bringing about social justice. This has meant putting gender and power at the centre of our practice, which has in turn shaped the technical choices made specifically in quantitative impact evaluations. This paper focuses on describing how these technical choices, as well as ethical considerations, are changed by this feminist intent. The paper also presents the lessons learned and questions raised along the way, which may be useful for MEAL and research practitioners, as well as programme managers. How can we bring intersectionality to the fore? What does it mean to go beyond the gender binary? How can this work be transformative?

scholarly journals Monitoring and Evaluation of COVID-19 response in the WHO African Region: challenges and lessons learned

2021 ◽  
pp. 1-14
Author(s):  
Benido Impouma ◽  
Caitlin M. Wolfe ◽  
Franck Mboussou ◽  
Bridget Farham ◽  
Tessa Saturday ◽  
...  
Keyword(s):  
Monitoring And Evaluation ◽  
Lessons Learned ◽  
African Region

Enhancing racial equity in LIS research by increasing representation of BIPOC

2021 ◽  
Vol 37 (2) ◽  
pp. 247-256
Author(s):  
Charles R. Senteio ◽  
Kaitlin E. Montague ◽  
Bettina Campbell ◽  
Terrance R. Campbell ◽  
Samantha Seigerman
Keyword(s):  
Social Justice ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Health Inequity ◽  
Lessons Learned ◽  
Social Injustice ◽  
Racial Equity ◽  
Community Based ◽  
Community Partners ◽  
Racial Injustice

The escalation of discourse on racial injustice prompts novel ideas to address the persistent lack of racial equity in LIS research. The underrepresentation of BIPOC perspectives contributes to the inequity. Applying the Community Based Participatory Research (CBPR) approach meaningfully engages BIPOC to help guide LIS investigations that identify evolving needs and concerns, such as how systematic racism may contribute to social justice issues like environmental and health inequity. Engaging with BIPOC, using the CBPR approach, can help address racial equity in LIS because it will result in increased racial representation which enables incorporation of the perspectives and priorities of BIPOC. This shift to greater engagement is imperative to respond to escalating attention to social injustice and ensure that these central issues are adequately reflected in LIS research. The discipline is positioned to help detail the drivers and implications of inequity and develop ways to address them. We underscore the importance of working across research disciplines by describing our CBPR experience engaging with BIPOC in LIS research. We highlight the perspectives of community partners who have over two decades of experience with community-based LIS research. We offer lessons learned to LIS researchers by describing the factors that make these initiatives successful and those which contribute to setbacks.

Justice versus Social Justice in South Africa: Quo vadis?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Marelize Isabel Schoeman
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Criminal Justice ◽  
Criminal Justice System ◽  
Justice System ◽  
Lessons Learned ◽  
Historical Discourse ◽  
Self Reflection ◽  
Underlying Basis ◽  
Quo Vadis

This article explores the concept of criminal justice as a formal process in which parties are judged and often adjudged from the paradigmatic perspective of legal guilt versus legal innocence. While this function of a criminal-justice system is important – and indeed necessary – in any ordered society, a society in transition such as South Africa must question the underlying basis of justice. This self-reflection must include an overview questioning whether the criminal-justice system and its rules are serving the community as originally intended or have become a self-serving function of state in which the final pursuit is outcome-driven as opposed to process-driven. The process of reflection must invariably find its genesis in the question: ‘What is justice?’ While this rhetorical phraseology has become trite through overuse, the author submits that the question remains of prime importance when considered contemporarily but viewed through the lens of historical discourse in African philosophy. In essence, the question remains unanswered. Momentum is added to this debate by the recent movement towards a more human rights and restorative approach to justice as well as the increased recognition of traditional legal approaches to criminal justice. This discussion is wide and in order to delimit its scope the author relies on a Socratically influenced method of knowledge-mining to determine the philosophical principles underpinning the justice versus social justice discourse. It is proposed that lessons learned from African philosophies about justice and social justice can be integrated into modern-day justice systems and contribute to an ordered yet socially oriented approach to justice itself.

Social Justice and Community-Based Rehabilitation Counseling

2021 ◽  
pp. JARC-D-20-00032
Author(s):  
Michael J. Millington
Keyword(s):  
Social Justice ◽  
Rehabilitation Counseling ◽  
Lessons Learned ◽  
Asia Pacific ◽  
Community Based ◽  
Community Based Rehabilitation ◽  
International Identity ◽  
And Function ◽  
Role And Function ◽  
Model Of Practice

This invited article reports and reflects upon the proceedings of a presentation at the NRCA Symposium on Social Justice held on in Memphis Tennessee in 2019. The author posits that a proper understanding of social justice opens the door for a new, international vision for rehabilitation counseling in the context of community. The model reinterprets rehabilitation counseling as social justice counseling within the framework of community-based rehabilitation as currently defined within the established matrix and guidelines. This model augments our understanding of rehabilitation counseling role and function with an emerging practice in advocacy/empowerment. The construct of empowerment is operationalized for development in practice across community settings. The author reflects upon lessons learned in advancing this model of practice in the Asia/Pacific region. In a call for collaborative next steps, he concludes that the way to an empowered international identity for rehabilitation counseling is through an activist, inclusive, international community of practice that advocates for our role as agents of social justice.

scholarly journals Lessons Learned in Fifteen Years of Evolution of the Linking and MoT Office of a R&D Public Center

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Luis Roberto Vega-González
Keyword(s):  
Technology Transfer ◽  
Empirical Evidence ◽  
Final Section ◽  
Lessons Learned ◽  
Technology Transfer Office ◽  
Management Of Technology ◽  
Time Standard ◽  
The Way

In this paper it is proposed that similarly with the evolution and maturation of any organization, the Linking and Management of Technology Office (L & MoT) of a public R&D Mexican Centre has been evolved and is in the way to be transformed into a Technology Transfer Office (TTO). Case of fifteen year evolution of the Centro de Ciencias Aplicadas y Desarrollo Tecnológico L & MoT presents empirical evidence to identify the main phases and actions that have been driving this process along this time. Standard results obtained through the years using the L & MoT Management of Technology Model (MoT) are presented. Emphasis is placed in a final section with the lessons obtained from non-standard results coming from unsuccessful negotiations and failed link actions between the Center and some external organizations. Experience has shown that not all negotiations are successful but curiously, the best lessons for the personnel of a technology transfer office are probably derived from these problematic cases.

scholarly journals Fast Professors, Research Funding, and the Figured Worlds of Mid-Career Ontario Academics

2021 ◽  
Vol 30 (2) ◽  
pp. 79
Author(s):  
Sandra Acker ◽  
Michelle K McGinn
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Research Funding ◽  
Figured Worlds ◽  
External Funding ◽  
Justice Research ◽  
Research Production ◽  
Social Justice Research ◽  
Research Accomplishment ◽  
The Way

Heightened pressures to publish prolifically and secure external funding stand in stark contrast with the slow scholarship movement. This article explores ways in which research funding expectations permeate the “figured worlds” of 16 mid-career academics in education, social work, sociology, and geography in 7 universities in Ontario, Canada. Participants demonstrated a steady record of research accomplishment and a commitment to social justice in their work. The analysis identified four themes related to the competing pressures these academics described in their day-to-day lives: getting funded; life gets in the way; work gets in the way; and being a fast professor. Participants spoke about their research funding achievements and struggles. In some cases, they explained how their positioning, including gender and race, might have affected their research production, compared to colleagues positioned differently. Their social justice research is funded, but some suspect at a lower level than colleagues studying conventional topics. In aiming for the impossible standards of a continuously successful research record, these individuals worked “all the time.” Advocates claim that slow scholarship is not really about going slower, but about maintaining quality and caring in one’s work, yet participants’ accounts suggest they have few options other than to perform as “fast professors.” At mid-career, they question whether and how they can keep up this pace for 20 or more years.

Sign in / Sign up

Export Citation Format

Share Document