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| Kritičko vrednovanje programa× | Kritičko akcijsko istraživanje u obrazovanju× | |
|---|---|---|
| Područje | Terenske metode | Terenske metode |
| Obitelj | Process / pipeline | Process / pipeline |
| Godina nastanka≠ | 1970s–1990s (deliberative democratic strand formalised ~1999; transformative paradigm ~2009) | 1986 |
| Tvorac≠ | Ernest House, Ken Howe, Donna Mertens (transformative/deliberative democratic evaluation traditions) | Wilfred Carr & Stephen Kemmis |
| Vrsta≠ | Qualitative/mixed-methods evaluation approach | Qualitative participatory research design |
| Temeljni izvor≠ | Mertens, D. M. (2009). Transformative Research and Evaluation. Guilford Press. ISBN: 978-1606230787 | Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. Falmer Press. ISBN: 978-1850000235 |
| Drugi nazivi | critical evaluation, emancipatory evaluation, critical-emancipatory program evaluation, transformative evaluation | critical-emancipatory action research, CEAR, critical participatory action research in education, emancipatory educational inquiry |
| Srodne | 4 | 4 |
| Sažetak≠ | Critical program evaluation is an approach to assessing programs that integrates critical theory with standard evaluation methods. It moves beyond measuring whether a program met its stated objectives to interrogating whose interests the program serves, how power and privilege shape its design and outcomes, and whether it advances or hinders equity and social justice. The approach draws on deliberative democratic evaluation (House and Howe) and the transformative paradigm (Mertens), treating evaluation as an inherently value-laden, politically situated practice. | Critical educational action research is a cyclical, participatory research design in which educators collaboratively examine and transform their own practice through iterative cycles of planning, action, observation, and critical reflection. Grounded in critical theory, it goes beyond improving techniques to questioning the social, institutional, and ideological conditions that shape educational practice, aiming at emancipation from unjust or oppressive structures. |
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