Intersections between Participatory Evaluation and Social Pedagogy When Assessing Socio-Educational Projects
Bibliographic Data
| ID | 7149174 |
|---|---|
| Authors | Héctor Núñez (0000-0002-4096-3624, Universitat de Barcelona), Àngela Janer Hidalgo (0000-0002-4155-2472, Universidad Internacional de La Rioja (UNIR), Logroño, Spain), Jorge Palacio (0000-0002-8280-3020, Universidad del Norte) |
| Year | 2025 |
| Volume | 39 |
| Issue | 3 |
| Pages | 403-424 |
| Publication date | 2025-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Canadian Journal of Program Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0834-1516 • E-ISSN: 1496-7308 |
| Publisher | University of Victoria Libraries (PUBLISHER) |
| DOI | 10.3138/cjpe-2023-0049 |
| OpenAlex | W4413187217 |
| Language | EN |
| References cited | 33 |
Social pedagogy is a science, a practice, and an art that was born from the need to provide an educational response to sociocultural situations and problems that confront individuals, groups, and communities. Participatory evaluation is a methodological strategy in which program evaluation is understood through the construction of shared knowledge, user participation, and collective decision-making. Although both social pedagogy and participatory evaluation have been variously defined in academic debates, an analysis of the intersection between the two is lacking. The main objective of this study is therefore to analyze the relationship and intersections between participatory approaches in evaluation and the scientific discipline of social pedagogy. To this end, a semi-structured questionnaire was designed to collect quantitative and qualitative data from 18 academics in seven countries. The results reveal the importance of eight pedagogical dimensions identified in the development of participatory evaluation, which are defined in this research. The study also discusses the potential and limitations of applying participatory evaluation to socio-educational projects. The aim of this research is to broaden the scientific debate on the intersection between social pedagogy and participatory evaluation, providing data that will improve the implementation of participatory evaluation in social pedagogy, thus encouraging greater user participation in this context
Citizen journalism · Pedagogy · Political science · Sociology · Educational Assessment and Improvement · Evaluation and Performance Assessment · Interprofessional Education and Collaboration
The Case for Participatory Evaluation
Participatory Action Research and Participatory Evaluation. Analysis of Two Methodological Approaches to Promote Youth Agency and Participation
Theoretical and practical knowledge in social pedagogy
Consequences of researcher involvement in participatory evaluation
Evaluation for learning
Enfoques de evaluación orientados a la participación en los procesos de acción comunitaria
Evaluación participativa del empoderamiento juvenil con grupos de jóvenes. Análisis de casos
The spirit of social pedagogy
Analysing the dimensions of social pedagogy from an international perspective
From the Beginning
Approaches to Participation in Evaluation
A utilization-focused approach to contribution analysis
Building Capacity for Organizational Learning Through Evaluative Inquiry
Critical Connections between Participatory Evaluation, Organizational Learning and Intentional Change in Pluralistic Organizations
A socio-political framework for evaluability assessment of participatory evaluations of partnerships
Empowerment Evaluation
Evaluator Roles and Strategies for Expanding Evaluation Process Influence
The Politics and Consequences of Including Stakeholders in International Development Evaluation
The Transformation of Evaluation into a Collaboration
Engaging youth voices to address racial disproportionality in schools
Social Pedagogy in the World Today
Paradigms and Politics
Exploring Peer Support Services for Youth Experiencing Multiple Health and Social Challenges in Canada
| Citation velocity | historical |
|---|---|
| Highly cited | No |