“Honor the Context”

Abstract

Racial minority evaluators increase the democratic capacity and potential of institutions to the extent that they draw on their experiences and those of other marginalized communities. Their reflection on these experiences helps to disclose institutional power dynamics that are often veiled in neutrality. Of course, this depends on sound consideration of the context in and around institutions. This essay has two general aims. The first is to outline the components of this argument in relation to pertinent scholarship. The second is to demonstrate the ways that the author might bring this understanding to bear on the evaluation of new school systems such as charter schools. Along the way, the author hopes to contribute to the discussion on culturally competent evaluation.