39 - Theory, Practice, and Praxis for Liberatory LGBTQ+ Evaluation

Abstract Information: This advanced, project-based workshop will provide a theoretical, practical, and justice-focused approach to what we describe as LGBTQ+ Evaluation. LGBTQ+ Evaluation is not merely a set of content knowledge, but a unique framework and body of theory through which to approach our practice. This workshop is designed to provide attendees with hands-on, collaborative, collective opportunities to reflect and build upon LGBTQ+ liberation in their own practices. We take an inquiry-based approach to teaching LGBTQ+ Evaluation through encouraging attendees to thoughtfully and critically interrogate what it means–in theory, practice, and praxis–to conduct evaluation with LGBTQ+ communities in a way that is culturally responsive, equitable, and transformative. Liberatory adult education theories and texts, such as pedagogy of the oppressed, will guide both curriculum and teaching throughout the session. Participants will be encouraged to practice creativity, experiment with anti-oppressive practices, and engage in meaningful and experiential storytelling.

Relevance Statement: Principles of Equity, Justice, and Cultural Responsiveness within the field of evaluation form the basis of some of our profession’s most important work. Centering marginalized voices, experiences, and individuals in our practice is critical to ensuring we as evaluators are poised to best support our clients and partners. While a large body of theory and practice has grown around these principles, recent discourse has acknowledged the erstwhile exclusion of the LGBTQ+ community from most discussions of culturally responsive and transformative evaluation. Though sometimes mentioned, LGBTQ+ Evaluation has rarely been seriously considered or discussed by the field at large. Moreover, to date, no frameworks, models, or principles specific to LGBTQ+ Evaluation have been widely adopted and implemented. Although LGBTQ+ inclusion has proven to be a salient topic in evaluation in recent years, this session will challenge us to not remain stagnant in inclusivity. We feel it is vital to note that LGBTQ+ Evaluation offerings at AEA professional development institutes cannot and should not be forever stuck at the “101” level – although introductory content is necessary for many evaluators, it is not sufficient to prepare evaluators to do transformative and liberatory work with LGBTQ+ communities. LGBTQ+ Evaluation is not merely a set of content knowledge, but a unique framework and body of theory through which to approach our practice, and therefore requires that training opportunities be available at all levels, from the introductory to the advanced. This session is unique in that it presents a synthesis of novel theory in the LGBTQ+ Evaluation space. Informed by both the publication of a framing paper in the American Journal of Evaluation as well as an LGBTQ+ Evaluation-focused special issue of New Directions for Evaluation (both led by our team), this workshop represents an opportunity to take advantage of a pivotal moment in the process of making LGBTQ+ Evaluation mainstream. Although these publications are not the first word in LGBTQ+ Evaluation, nor the last, they represent an exciting opportunity to take advantage of LGBTQ+ Evaluation achieving a national platform that it has previously not been afforded. This workshop is an opportunity to capitalize on this moment to achieve long-overdue advancement of LGBTQ+ Evaluation theory and practice throughout our profession.