It's Not Just an Assignment”
A Duoethnography on the (Op)positionality of Evaluator Identity
Bibliographic Data
| ID | 12470684 |
|---|---|
| Authors | Giovanni P Dazzo (0000-0001-9087-1579, University of Georgia, corresponding author), Ashley Williams (0009-0001-3629-3090, University of Georgia) |
| Year | 2025 |
| Volume | 47 |
| Issue | 1 |
| Pages | 163-167 |
| Publication date | 2025-11-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Journal of Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 1098-2140 • E-ISSN: 1557-0878 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/10982140251396830 |
| OpenAlex | W4416590151 |
| Language | EN |
| Citations received | 1 |
| References cited | 6 |
This piece is grounded in the critical feminisms within standpoint epistemology and decolonial theories. We present our histories and experiences as methodologists and evaluators using a collaborative and dialogical method, duoethnography. After reviewing one another's written memos, we engaged in conversation through voice memos and face-to-face interactions. Together, we analyzed and compared these incidents and experiences to locate how our identities of power, privilege, and oppression motivate the theories and practices we use as evaluators. We then distilled these memos and conversations to narratively present personal insights and vignettes that explore our (op)positionality as evaluators. Continually questioning one's past and present role as an evaluator, and as one's full self, requires comfort with uncertainty. This uncertainty can aid evaluators in efforts to deconstruct deeply held and often oppressive ways of being and knowing as they move toward more liberatory forms of evaluation
Conversation · Conversation analysis · Dialogical self · Discourse analysis · Grounded theory · Identity (music · Oppression · Qualitative research · Evaluation and Performance Assessment · Qualitative Research Methods and Ethics · Student Assessment and Feedback
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |