Transformative Paradigm

The transformative paradigm is rooted in the recognition that injustice and inequality are pervasive and the belief that research and evaluation are important tools for addressing these societal ills. As articulated by Donna Mertens, a leading transformative research and evaluation scholar, this paradigm maintains that research and evaluation can and should play an explicit role in identifying and alleviating discrimination and marginalization based on factors such as race, ethnicity, religion, gender, sexual orientation, socioeconomic status, age, and disability. The transformative paradigm draws from and provides an overarching means of categorizing an array of theoretical perspectives focusing on the concerns of distinct populations addressed by feminist, indigenous, postcolonial, queer, disability rights, and critical race scholars. Researchers and evaluators operating within this paradigm examine power dynamics and systems that privilege certain groups over others. They investigate policies and practices that perpetuate inequities in settings such as schools, communities, and social programs. Transformative approaches extend beyond knowledge generation and take an activist stance in promoting social justice.

The transformative paradigm views knowledge as a social construction shaped by the knower’s individual experiences, personal characteristics, and community affiliations. As a result, researchers and evaluators as well as study participants are called to reflect on their own beliefs, consider how beliefs are shaped by one’s identity and life experiences, and critically examine how such beliefs may influence one’s perspectives on the study topic and methods. This paradigm acknowledges that privileged groups, including researchers and evaluators, are typically afforded greater say in constructing knowledge sanctioned by academic institutions, government agencies, and other official entities. Consequently, transformative researchers and evaluators encourage traditionally marginalized groups to play a central role throughout the study process to ensure the findings are inclusive and represent the perspectives of all relevant groups.

In contrast to scholarly traditions that position the researcher at a distance from participants in an attempt to establish objectivity, the transformative paradigm values the development of trusting relationships and collaboration with participants. Transformative researchers and evaluators acknowledge their need to learn from community members and view participants as essential partners. This paradigm aims to give voice to local knowledge held by a diverse array of participants. Particular attention is paid to the members of marginalized groups traditionally excluded from research and evaluation efforts or viewed merely as study “subjects.” Within the transformative paradigm, members of marginalized groups are seen as having their own individual and community strengths and legitimate knowledge systems. Study processes intend to bolster strengths and foster resilience within the community. The researcher or evaluator is responsible for facilitating accessible opportunities for participants to engage in core tasks, such as defining research and evaluation questions, analyzing data, and interpreting findings. This paradigm allows for the use of culturally appropriate quantitative, qualitative, and mixed methods. Qualitative methods, such as individual interviews and focus groups, often play a prominent role in transformative studies, given the need to engage in dialogue with a cross section of participants [Page 1711]to develop in-depth understanding of the range of perspectives within the community. Of utmost importance is that researchers and evaluators ensure study findings are used to advance social justice.

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