Abstract
Chapter 5 defines two partnership types that can be utilized by evaluators and which explores the positioning of the evaluator. It will make recommendations on which partnership type is more effective in a participatory evaluation model. The chapter will investigate the two positions most often adopted by researchers/evaluators – external and distanced or embedded and collaborative – and will argue the merits and deficiencies of the two approaches. The chapter also discusses how the embedded and collaborative approach can be aligned with the notion of co-production of research.
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Works Cited
Eisner, E. (2002). The educational uses of assessment and evaluation in the arts. In E. Eisner (Ed.), The arts and the creation of mind. (pp. 178–195). New Haven: Yale University Press.
Holden, J. (2004). Capturing cultural value: How culture has become a tool of Government Policy. London: Demos. www.demos.co.uk/files/CapturingCulturalValue.pdf. Accessed 22 Oct 2014.
Remer, J. (1996). Beyond enrichment: Building effective arts partnerships with schools and your community. New York: ACA Books.
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Gattenhof, S. (2017). Reframing the Position of the Evaluator. In: Measuring Impact. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-47287-8_5
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DOI: https://doi.org/10.1057/978-1-137-47287-8_5
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Publisher Name: Palgrave Pivot, London
Print ISBN: 978-1-137-47286-1
Online ISBN: 978-1-137-47287-8
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