▁is ▁facil itated ▁by ▁a ▁sk illed ▁evalu ator ▁equ ips ▁as ▁well ▁as ▁emp ow ers ▁participants ▁by ▁providing ▁them ▁with ▁a ▁' new ' ▁way ▁of ▁crit ically ▁thinking ▁and ▁reflect ing ▁on ▁programs . ▁Furthermore , ▁it ▁emp ow ers ▁program ▁participants ▁and ▁staff ▁to ▁recognize ▁their ▁own ▁capacity ▁to ▁bring ▁about ▁program ▁change ▁through ▁collect ive ▁action . ▁ ▁Trans form ative ▁Parad ig m ▁The ▁transform ative ▁parad ig m ▁is ▁integral ▁in ▁incorpor ating ▁social ▁justice ▁in ▁evaluation . ▁Don na ▁M ert ens , ▁primary ▁research er ▁in ▁this ▁field , ▁states ▁that ▁the ▁transform ative ▁parad ig m , ▁" focus es ▁primarily ▁on ▁view points ▁of ▁marg inal ized ▁groups ▁and ▁inter rog ating ▁system ic ▁power ▁structures ▁through ▁mixed ▁methods ▁to ▁further ▁social ▁justice ▁and ▁human ▁rights ". ▁The ▁transform ative ▁parad ig m ▁arose ▁after ▁marg inal ized ▁groups , ▁who ▁have ▁histor ically ▁been ▁pushed ▁to ▁the ▁side ▁in ▁evaluation , ▁began ▁to ▁collabor ate ▁with ▁sch ol ars ▁to ▁advoc ate ▁for ▁social ▁justice ▁and ▁human ▁rights ▁in ▁evaluation . ▁ ▁The ▁transform ative ▁parad ig m ▁introdu ces ▁many ▁different ▁parad ig ms ▁and ▁l enses ▁to ▁the ▁evaluation ▁process , ▁leading ▁it ▁to ▁contin ually ▁call ▁into ▁question ▁the ▁evaluation ▁process . ▁ ▁Both ▁the ▁American ▁E valu ation ▁Association ▁and ▁National ▁Association ▁of ▁Social ▁Work ers ▁call ▁attention ▁to ▁the ▁eth ical ▁duty ▁to ▁possess ▁cultural ▁compet ence ▁when ▁conduct ing ▁evalu ations . ▁ ▁Cultural ▁compet