Decolonizing Evaluation Teaching and Learning in the Global South

Abstract Decolonizing evaluation, as a research topic in the evaluation field, has recently gained considerable attention. However, most of the literature on the subject focuses on two key aspects: (a) decolonizing evaluation research or theory and (b) decolonizing evaluation practice. This chapter argues that a third critical approach to successfully and radically decolonizing evaluation in the Global South is also to decolonize evaluation teaching and learning. The chapter argues that decolonizing evaluation teaching and learning is the third—and missing—pillar of the crucial approaches to decolonizing the evaluation field overall. The decolonization of evaluation through teaching and learning approach presented in this chapter aims to promote liberatory evaluation education, research, and practice, especially in the Global South. It utilizes Paulo Freire’s revolutionary problem-posing education model to facilitate evaluation education (contrary to most current teaching and learning models and practices in the evaluation field that resemble what Freire described as the banking model of education). The analysis focuses on three central themes—and case studies—that have much to offer regarding decolonizing evaluation through teaching and learning in the Global South: (a) Made in Africa Evaluation, (b) the Youth in Evaluation movement, and (c) women-led liberatory evaluation education.