Guest Editors’ notes
Abstract
What a long, strange trip it's been (Garcia et al., 1977). Not all who wander are lost (Tolkien, 1994). Estoy contigo (Ibarz 2016). This volume has in development since November 2019, when between AEA2019 sessions Guest Editor John LaVelle posed writing New Directions for Evaluation on evaluator education to the NDE Editors, and received supportive nod move forward with developing proposal. Following that hallway discussion, he reached out some of many people evaluation admired; colleagues could complement his strengths, offset limitations, provide checks balances vision, make project better through their contributions critiques. Leah C. Neubauer, Ayesha S. Boyce, Tom Archibald agreed collaborate project. group, self-titled “Dream Team” (Leah reminded us name's origins, 1992 USA men's Olympic basketball team) united around ethos creating an intentional space contributors had often not included discussions about education, asking them imagine future than we experienced ourselves. Like any major project, there have adventures challenges along way. Conceptually, were critiqued being led solely by faculty university settings, radical enough our accelerated timelines submitting proposals review (see Neubauer 2023 ). Procedurally, over forty consideration, proposed editing two volumes incorporate as voices possible; told was option, find ways pare down number chapters while still maximizing conversation. Individually collectively, this meant giving up including individual addressed topics passionate value discussing, wanted write Humanistically, recognize support group needs 50 from across world, inclusive scheduling timeline challenges, styles, visions chapters, paradigmatic disciplinary idiosyncrasies, cultural pan-national positionalities, range experiences publishing peer-reviewed peer-edited outlets. All occurred during COVID-19 pandemic. Upon reflection, think these sorts probably rule rather exception. As look at processes, products, connections created, no regrets decisions made. Our main task straightforward but easy; challenged short pieces specific issues above beyond inquiry methodology ubiquitous 101. We asked previously published works give scholarly grounding, focus efforts topic history writ large; took Indeed, first chapter volume, summarize extant discourse provides conceptual distinctions similar topics. The final synthesizes ideas introduced contributing authors proposes vision future, framework understanding contributors. Beyond grounding concluding is broadly grouped into six semipermeable categories. section focuses what should be taught experiences. In 2, Smith argue importance interpersonal self-management skills so help evaluators understand how they show work. 3, Teasdale discuss transparency valuing practice, share teaching tools junior established alike more forthright render judgements. 4, Robles-Schrader Lemos propose helping power language itself, describe culturally linguistically appropriate education. Finally, 5, Villalobos compelling arguments incorporating research structural racism can historic contexts which programs developed implemented. addresses current potential roles voluntary organizations practice (VOPEs) may play prepare high-quality, ethical practice. 6, Morra Rist journey implementing IPDET training program lessons learned factors contributed success longevity. Next, 7, Bitar position EvalYouth international movement promoting youth transformative mechanism social global change. Last, 8, Robinson experience AEA Local Affiliate ¡Milwaukee Evaluation! Inc. response bulwark against White Supremacy neoliberal agenda. discusses role community intra-organizational field flourish. Chapter 9, Dighe describes Global North perspectives detrimental individuals communities South, suggests systematic decolonizing 10, Lam challenge educators critically learning indeed yield surprising benefits learned. contains innovative approaches housed formal systems. 11 Worthington introductory course intentionally linked Canadian Society's Student Case Competition. 12, Sperling Márquez-Muñoz unique undergraduate certificate St. Mary's University Texas. experiential learners apply evaluative learning. 13, Bowman novel approach brings together students, faculty, members, other southeastern Wisconsin helps learn collaboratively. builds previous sections models might use engage itself. 14, Reid multi-university mentorship model students evaluating science, technology, engineering, math (STEM) programs. 15, Dodge Francis kinship Indigenous possible venue engaging become themselves. synthesis offered deeply assumptions nature, topics, modalities, values, outcomes educational