Expanding the conversation on evaluation ethics

This paper suggests that a reexamination of ethics in evaluation is warranted in view of the rapidly changing world society in which practices of evaluation unfold.     

Introduction: Special issue on Global Lesbian Cinema

This article offers a brief introduction to this special issue on Global Lesbian Cinema. This issue particularly highlights the importance of recognizing lesbian discourse as a separate, related piece of the discourse of queer transnational and global cinema. Subsequently, brief summaries of the eight articles of this collection are provided.     

A complex issue: Special education in corrections

Correctional administrators generally cite three reasons for their inability to comply with The Education for All Handicapped Children Act of 1975 (PL 94-142). The uniqueness of the correctional setting, lack of interagency cooperation, and lack of trained correctional special educators are typical reasons for noncompliance. The current status of each noncompliance issue is discussed. Emphasis, however, is placed on the need to train correctional special educators to help implement the law.     

Special issue introduction: maritime networks and transnational spaces

This article introduces the key contributions of the special issue on ‘Maritime networks and transnational spaces’. It draws attention to three key thematics that the papers develop. These are a set of engagements between law, space and maritime networks; a set of questions around maritime spaces, subaltern histories and transnational networks and finally a set of concerns around the forms of ‘geopolitical literacy’ articulated by maritime actors (Troutman 2005). Through drawing together these interlocking problematics the articles contribute to a broad agenda highlighting the productive intersection of work on maritime networks and transnational spaces. The introduction sets out some of the ways in which engagements with maritime contexts and scholarship can offer new perspectives on the transnational spatialities of politics, resistance and regulation.     

Special issue: Training and Education for Residential Child Care

This paper begins by locating the (controversial) removal of the ‘minimum age at qualification’ regulation in 2003 within the context of wider changes occurring within social work education and the social work profession. This is followed by a report of a small scale exploratory study designed to gather data regarding the experiences of younger students within one undergraduate qualifying programme. The data are then discussed in relation to literature from within social work and allied disciplines in order to consider themes such as ‘identity’, ‘othering’ and ‘recognition’. It is suggested from data gathered during this project that although the gates to social work education have now been opened more widely to school leaving students, they have in effect become social work's new ‘non-traditional’ students and in some cases, inclusion is experienced as partial rather than complete. A discussion of the implications for further research as well as teaching, learning and group process issues on professional programmes concludes this paper.

The initial phase of the research for this paper was funded by an HEA SWAP ‘small projects’ grant.     

The priority of justice: a framework approach to ethics in program evaluation

The situations of evaluation are inevitably complex and various, often involving conflicts between ethical principles as well as among aims or stakeholders. To meet this challenge, evaluators and stakeholders need an interpretive framework to clarify the issues at hand and open the way to workable solutions. This paper provides a three-part framework of justice to guide practitioners in this interpretive task.First, evaluation is instituted to serve the public with fidelity to the values, standards, and ideals that characterize it as a profession and as an office deserving the public trust, here called public justice. Second, these requirements evoke and entail the more general demands of fair process, mutual respect, and right action known as procedural justice. Third, the operations of office and just process must serve the public good, meeting the demands of distributive justice that govern the allocation of goods and benefits.This framework takes as a starting point the priority of justice as articulated by John Rawls: “Justice is the first virtue of social institutions, as truth is to thought. A theory however elegant and economical must be rejected or revised if it is untrue; likewise laws and institutions no matter how efficient and well-arranged must be reformed or abolished if they are unjust” (1971, p. 3).