Evaluation Research/ Ethnographic Educational Evaluations

Hyde, Arthur A. “Theory Used in Ethnographic Educational Evaluations: Negotiating Values.” Anthropology & Education Quarterly 18.3 (1987) : 131-148.

” The emergence of educational ethnography and ethnographic evaluation as a major philosophical and methodological approach in educational has been an important step in the illumination of values in educational research and evaluation” (Hyde131)

“Evaluation research should assume the value differences exist within and among the role groups of any study. Ignoring them or proceeding as if they were nonexistent is naive and dangerous. Theories are derived, at least in part, from value premises.” (Hyde 146)

“Along with the appreciation of the value basis of conceptions must be the acknowledgment of the relative power to bring one’s values and ideas into action through educational programs, the allocation of resources, the structuring of services and the like.” (Hyde 146)

” School ethnographers have a delicate juggling act to perform: keeping aloft the differing values and conceptions of the various practitioners and funders, the intricacies of education, the needs of decision makers ot set definitive polices, and their own sense of self-as-instrument. They should seek appealing theories that clearly communication to others what they see, hear, and experience. However, they should not fall into facile parsimony or politically expedient acceptance of funder/policymaker values and conceptions…It is equally important for ethnographic evaluators to be intellectually honest with themselves, honest with whom the negotiate, and their readers about their own values. Their reports should clearly state their values and describe the process of negotiating the theories used in the study as it occurred. This explication is an important part of th methodology of the study.” (Hyde 147)

I felt fortunate that my value was in line with the YITP practitioners’ values in terms of my research. I didn’t really need to negotiate. Both sides hope to find out what works and what doesn’t with the program, and how to improve it in the future. Though another of my intention to study YITP is to share what i have seen and heard with the public and educators in other parts of the world. I haven’t checked if this of my intention is in conflict with the organization which so kindly hosted me and helped me with my research.