方法对比

	批判性项目评估	批判性教育行动研究
领域	田野方法	田野方法
方法族	Process / pipeline	Process / pipeline
起源年份	1970s–1990s (deliberative democratic strand formalised ~1999; transformative paradigm ~2009)	1986
提出者	Ernest House, Ken Howe, Donna Mertens (transformative/deliberative democratic evaluation traditions)	Wilfred Carr & Stephen Kemmis
类型	Qualitative/mixed-methods evaluation approach	Qualitative participatory research design
开创性文献	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
别名	critical evaluation, emancipatory evaluation, critical-emancipatory program evaluation, transformative evaluation	critical-emancipatory action research, CEAR, critical participatory action research in education, emancipatory educational inquiry
相关	4	4
摘要	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.