· Leadership development approaches that are focused on individual knowledge and skill development do not suit the leadership needs of lowincome communities and communities of color in addressing the multiple factors that influence health disparities.
· Boundary-crossing leadership is rooted in a socialjustice perspective and seeks to address the isolation and fragmentation faced by those who are working to address systemic inequities.
· A multicultural approach to evaluation honors different ways of knowing, recognizes that groups have different learning questions, acknowledges and addresses power dynamics that exist between funders and grantees, and ensures that evaluation is culturally relevant and constructive for communities.
· Learning-circle partnerships build trust and create a supportive environment for community-based grantees and funders to understand each other’s learning needs and constraints.
· Learning together is a challenge when there are different levels of readiness among grantees to engage in evaluation learning, resource constraints for sustaining a learning-circle relationship, power dynamics between grantees and funders, shifting priorities within foundations, and grantee staff turnover.
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Reinelt, Claire; Yamashiro-Omi, Dianne; and Meehan, Deborah
"Learning-Circle Partnerships and the Evaluation of a Boundary-Crossing Leadership Initiative in Health,"
The Foundation Review:
1, Article 5.
Available at: http://scholarworks.gvsu.edu/tfr/vol2/iss1/5