Literaturnachweis - Detailanzeige
| Autor/inn/en | Arensman, Bodille; van Waegeningh, Cornelie; van Wessel, Margit |
|---|---|
| Titel | Twinning "Practices of Change" with "Theory of Change": Room for Emergence in Advocacy Evaluation |
| Quelle | In: American Journal of Evaluation, 39 (2018) 2, S.221-236 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1098-2140 |
| DOI | 10.1177/1098214017727364 |
| Schlagwörter | Theories; Change; Program Evaluation; Advocacy; Case Studies; Evaluation Methods; Childrens Rights; International Programs; Foreign Countries; Ethnography; Netherlands; Ethiopia; Kenya; Mozambique; Uganda; Namibia; South Africa; New York |
| Abstract | Theory of change (ToC) is currently "the" approach for the evaluation and planning of international development programs. This approach is considered especially suitable for complex interventions. We question this assumption and argue that ToC's focus on cause-effect logic and intended outcomes does not do justice to the recursive nature of complex interventions such as advocacy. Supported by our work as evaluators, and specifically our case study of an advocacy program on child rights, we illustrate how advocacy evolves through recursive interactions, with outcomes that are emergent rather than predictable. We propose putting "practices of change" at the center by emphasizing human interactions, using the analytical lenses of strategies as practice and recursiveness. This provides room for emergent outcomes and implies a different use of ToC. In this article, we make a clear distinction between theoretical reality models and the real world of practices. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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