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Papers by Charmagne Campbell-Patton
Journal of Multidisciplinary Evaluation, Dec 10, 2023
Background: Authors provide practical examples of how to apply competencies to real-time learning... more Background: Authors provide practical examples of how to apply competencies to real-time learning in complex environments to support learning and adaptation to improve the lives of those most impacted by inequitable and unsustainable global systems. This paper was initially conceptualized to support evaluation competencies training for a country-level-public sector evaluation capacity building effort. Purpose: To enhance understanding of the evaluation competencies required to integrate across local and global levels.
Edward Elgar Publishing eBooks, Jun 11, 2024
Summary and Conclusions of a meeting of international experts hosted by the World Bank and Innova... more Summary and Conclusions of a meeting of international experts hosted by the World Bank and Innovations in Civic Participation to discuss evaluation of the impact of youth civic engagement on development
American Journal of Evaluation, 2016
, I am acutely aware of the context in which I find myself writing. Just a few days ago, a young ... more , I am acutely aware of the context in which I find myself writing. Just a few days ago, a young Black man was shot and killed by a White police officer during an arrest in Minneapolis, the city I call home. His death was preceded just a few days by terrorist attacks in Lebanon and France and followed by bombings in Yemen and Iraq and a mass shooting in Southern California. It also took place in the midst of a massive refugee crisis, resulting from the ongoing civil war in Syria. By the time this review is published, these events will be yesterday's news and countless more lives will have been lost to violence. Within this context of violence, fear, racism, and xenophobia, peace education offers some hope for the future. Indeed, in the book's foreword, Federico Mayor Zaragoza sets a tone of optimism and expectation, suggesting the potential of peace education to create a more democratic and just society. If peace education offers possibility for a more peaceful future, the question then becomes: how do we know whether peace education can deliver on such lofty promises? In this volume, the editors attempt to capture the opportunities, challenges, assets, and barriers to evaluating peace education. The book is an important field-building effort that offers a wealth of examples and case studies from across the wide range of peace education programs. Despite this value, it would have benefited from a stronger editorial stance that offered more analysis and direction for the field. This book is the result of a 10-year project on the part of the editors to respond to three identified gaps: a dearth of examples and models of peace education evaluation, a set of common challenges in evaluating peace education, and the need for peace education-specific evaluation frameworks and tools. The volume is intended to provide information for ''the many varied actors in the field of peace education,'' including practitioners, funders, policy makers, evaluators, researchers, and students. Ultimately, the editors wanted to show that peace education can be evaluated in a way that supports the development of the field. In this aim, I believe they were successful, despite one chapter that completely misses the mark. More on that later. Peace Education Evaluation is organized into three sections with three ''interrelated objectives.'' In the first section, the editors gathered what they call ''critical reflections'' on theoretical and methodological issues related to the evaluation of peace education programs and interventions. The objective of this section was to offer insight into ''the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity'' (p. xviii). This section is composed of four chapters, 1 which form a compelling narrative that the traditional ''business of evaluation'' as top-down, donor-driven, and summative is neither aligned with the principles of peace education nor appropriate, given the complexity and
American Journal of Evaluation, 2017
national and individual levels. I argue, however, that while it is important to examine potential... more national and individual levels. I argue, however, that while it is important to examine potential drivers of conflict, it is even more important to understand capacity to address these factors. Thus, the fourth part of the paper will examine the capacity for action and the different levels the approach of appreciative inquiry. I will show that given that the main drivers of instability are not international or regional, but internal state-level factors, the most important actors for conflict prevention are at the grassroots level. Still, these actors require significant support from the international community and regional organizations. Methodology This analysis of conflict prevention in Guinea is the product of a desk study that draws on a variety of primary and secondary sources. Through personal and phone interviews, e-mail exchanges, literature reviews, and internet research, I compiled information regarding the historical development of nationalism in Guinea as well as current peacebuilding efforts within Guinea. Due to communication barriers, only a limited number of interviews were possible, however I attempted to reach out to members of civil society, analysts and international actors in order to gain a fuller perspective on the situation within the country. This study was limited by time and resources and should be supplemented by field research to identify and interview more actors working on conflict prevention around the country. Conceptual Framework In order to better understand the potential for conflict prevention in Guinea, it is important to better understand the roots and proximate causes of conflict in the country. To perform this conflict analysis, I will use the levels of analysis framework first set forth by Levy (1996) with regards to interstate war and adapted by Miall et al. to explore "the complex and controversial relationships between international, state and societal sources of conflict." 3 In this model, the authors identify the four levels of analysis to be global, regional, state and elite/individual. Within the state level, there are three sub-levels: social, economic and political. This study takes a 'levels of analysis' approach to analyzing the situation in Guinea by looking at factors at the international, regional, state and societal levels that have the potential to drive conflict. However, rather than simply performing a conflict
Handbook of Research on Civic Engagement in Youth, 2010
There are a number of people who helped make this paper possible. I was introduced to the conflic... more There are a number of people who helped make this paper possible. I was introduced to the conflict prevention efforts of women in Guinea by my former colleagues at Femmes Africa Solidarite, particularly Rosalie Lo and Aminata Ndieye, who taught me so much about the importance of women's involvement in peacebuilding.
Journal of Multidisciplinary Evaluation, Dec 10, 2023
Background: Authors provide practical examples of how to apply competencies to real-time learning... more Background: Authors provide practical examples of how to apply competencies to real-time learning in complex environments to support learning and adaptation to improve the lives of those most impacted by inequitable and unsustainable global systems. This paper was initially conceptualized to support evaluation competencies training for a country-level-public sector evaluation capacity building effort. Purpose: To enhance understanding of the evaluation competencies required to integrate across local and global levels.
Edward Elgar Publishing eBooks, Jun 11, 2024
Summary and Conclusions of a meeting of international experts hosted by the World Bank and Innova... more Summary and Conclusions of a meeting of international experts hosted by the World Bank and Innovations in Civic Participation to discuss evaluation of the impact of youth civic engagement on development
American Journal of Evaluation, 2016
, I am acutely aware of the context in which I find myself writing. Just a few days ago, a young ... more , I am acutely aware of the context in which I find myself writing. Just a few days ago, a young Black man was shot and killed by a White police officer during an arrest in Minneapolis, the city I call home. His death was preceded just a few days by terrorist attacks in Lebanon and France and followed by bombings in Yemen and Iraq and a mass shooting in Southern California. It also took place in the midst of a massive refugee crisis, resulting from the ongoing civil war in Syria. By the time this review is published, these events will be yesterday's news and countless more lives will have been lost to violence. Within this context of violence, fear, racism, and xenophobia, peace education offers some hope for the future. Indeed, in the book's foreword, Federico Mayor Zaragoza sets a tone of optimism and expectation, suggesting the potential of peace education to create a more democratic and just society. If peace education offers possibility for a more peaceful future, the question then becomes: how do we know whether peace education can deliver on such lofty promises? In this volume, the editors attempt to capture the opportunities, challenges, assets, and barriers to evaluating peace education. The book is an important field-building effort that offers a wealth of examples and case studies from across the wide range of peace education programs. Despite this value, it would have benefited from a stronger editorial stance that offered more analysis and direction for the field. This book is the result of a 10-year project on the part of the editors to respond to three identified gaps: a dearth of examples and models of peace education evaluation, a set of common challenges in evaluating peace education, and the need for peace education-specific evaluation frameworks and tools. The volume is intended to provide information for ''the many varied actors in the field of peace education,'' including practitioners, funders, policy makers, evaluators, researchers, and students. Ultimately, the editors wanted to show that peace education can be evaluated in a way that supports the development of the field. In this aim, I believe they were successful, despite one chapter that completely misses the mark. More on that later. Peace Education Evaluation is organized into three sections with three ''interrelated objectives.'' In the first section, the editors gathered what they call ''critical reflections'' on theoretical and methodological issues related to the evaluation of peace education programs and interventions. The objective of this section was to offer insight into ''the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity'' (p. xviii). This section is composed of four chapters, 1 which form a compelling narrative that the traditional ''business of evaluation'' as top-down, donor-driven, and summative is neither aligned with the principles of peace education nor appropriate, given the complexity and
American Journal of Evaluation, 2017
national and individual levels. I argue, however, that while it is important to examine potential... more national and individual levels. I argue, however, that while it is important to examine potential drivers of conflict, it is even more important to understand capacity to address these factors. Thus, the fourth part of the paper will examine the capacity for action and the different levels the approach of appreciative inquiry. I will show that given that the main drivers of instability are not international or regional, but internal state-level factors, the most important actors for conflict prevention are at the grassroots level. Still, these actors require significant support from the international community and regional organizations. Methodology This analysis of conflict prevention in Guinea is the product of a desk study that draws on a variety of primary and secondary sources. Through personal and phone interviews, e-mail exchanges, literature reviews, and internet research, I compiled information regarding the historical development of nationalism in Guinea as well as current peacebuilding efforts within Guinea. Due to communication barriers, only a limited number of interviews were possible, however I attempted to reach out to members of civil society, analysts and international actors in order to gain a fuller perspective on the situation within the country. This study was limited by time and resources and should be supplemented by field research to identify and interview more actors working on conflict prevention around the country. Conceptual Framework In order to better understand the potential for conflict prevention in Guinea, it is important to better understand the roots and proximate causes of conflict in the country. To perform this conflict analysis, I will use the levels of analysis framework first set forth by Levy (1996) with regards to interstate war and adapted by Miall et al. to explore "the complex and controversial relationships between international, state and societal sources of conflict." 3 In this model, the authors identify the four levels of analysis to be global, regional, state and elite/individual. Within the state level, there are three sub-levels: social, economic and political. This study takes a 'levels of analysis' approach to analyzing the situation in Guinea by looking at factors at the international, regional, state and societal levels that have the potential to drive conflict. However, rather than simply performing a conflict
Handbook of Research on Civic Engagement in Youth, 2010
There are a number of people who helped make this paper possible. I was introduced to the conflic... more There are a number of people who helped make this paper possible. I was introduced to the conflict prevention efforts of women in Guinea by my former colleagues at Femmes Africa Solidarite, particularly Rosalie Lo and Aminata Ndieye, who taught me so much about the importance of women's involvement in peacebuilding.