手法を比較

	クリティカル・プログラム評価	クリティカル教育アクションリサーチ ― 教育現場における解放的探求
分野	フィールド調査法	フィールド調査法
系統	Process / pipeline	Process / pipeline
提唱年	1970s–1990s (deliberative democratic strand formalised ~1999; transformative paradigm ~2009)	1986
提唱者	Ernest House, Ken Howe, Donna Mertens (transformative/deliberative democratic evaluation traditions)	Wilfred Carr & Stephen Kemmis
種類	Qualitative/mixed-methods evaluation approach	Qualitative participatory research design
原典	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
別名	critical evaluation, emancipatory evaluation, critical-emancipatory program evaluation, transformative evaluation	critical-emancipatory action research, CEAR, critical participatory action research in education, emancipatory educational inquiry
関連	4	4
概要	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.