{"id":118,"date":"2025-10-03T12:44:05","date_gmt":"2025-10-03T16:44:05","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/?post_type=chapter&#038;p=118"},"modified":"2026-05-25T13:22:06","modified_gmt":"2026-05-25T17:22:06","slug":"transformative-approach","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/chapter\/transformative-approach\/","title":{"raw":"2.5 A transformative approach","rendered":"2.5 A transformative approach"},"content":{"raw":"The field of evaluation offers many avenues to make positive change, and it is up to evaluators both individually and collectively to design their approaches to create as much positive change as possible. As Patton says, this is where one can put their skin in the game (Patton, 2020). In particular, the elements below can be kept in mind for shaping your evaluation project.\r\n\r\nPositive transformation can be enhanced by:\r\n<ul>\r\n \t<li>Working at the nexus of natural and human systems, considering the broader context in our evaluations, locally and globally (Patton, 2020; Rowe, 2021; Uitto, 2021). Considering the evaluand into its own context matters (Uitto, 2021), while also considering interactions and dynamic relationships, which highlight the importance of system thinking (Magro et al., 2021; Magro &amp; van den Berg, 2019; Patton, 2021b).<\/li>\r\n \t<li>Redefining accountability (Rodriguez-Bilella et al., 2021, p. 164).\r\n<blockquote>\u201cEvaluators should assume \u2018some moral fiduciary responsibility\u2019, not towards commissioners, but by defending the interests of those less able to do so for themselves, as stated by House (House, 2020, p. 32), yet also to be a voice for nature, elements and living species\u201d (Brousselle, Bemner, et al., 2024).<\/blockquote>\r\nEvaluators should be accountable towards other living species, nature, youth, and towards future generations (Brousselle et al., 2024a). This involves adopting a futurist\/prospective reading of the challenges instead of focusing on the past only, as most evaluations do (Patton, 2021a). It is also an invitation to revisit who should be invited to participate in the evaluation project (Montrosse-Moorhead et al., 2019).<\/li>\r\n \t<li>Addressing the root causes of discrimination and giving voice to marginalized, colonized and oppressed people and communities (Mertens, 2023, 2024). Consider human rights violations, racism, discrimination and oppression based on sex and gender, color, religion, culture and origin, age, etc.<\/li>\r\n<\/ul>\r\n<div>\r\n<blockquote>\r\n<p style=\"padding-left: 40px\">A transformative lens acknowledges that there are multiple perspectives, each expressing a different reality, where some voices are heard, and some are not. It is this inequality of whose voice matters that underpins our discussion about transformative evaluation. (Rodriguez-Bilella et al., 2021, p. 162)<\/p>\r\n<\/blockquote>\r\n<\/div>\r\n<ul>\r\n \t<li>Revisiting the role of the evaluator.<\/li>\r\n<\/ul>\r\n<blockquote>\r\n<p style=\"padding-left: 40px\">\u201cThe role of the transformative evaluator is facilitative rather than directive \u2013 being in charge of the evaluation process and making judgements as an expert evaluator\u201d (Rodriguez-Bilella et al., 2021, p. 163).<\/p>\r\n<\/blockquote>\r\n<p style=\"padding-left: 40px\">This is particularly true when working on Indigenous lands and with Indigenous people (see Exhibit 2.1). Evaluators should support self-determination and encourage Indigenous-led projects. That\u2019s the only way to be as responsive as possible to local community cultures and principles. Where can we start?<\/p>\r\n\r\n<blockquote>\r\n<p style=\"padding-left: 40px\">A transformative evaluation design begins with a stage of building relationships as a first step to understand who needs to be included and how they can be included in ways that are culturally respectful (Mertens, 2018; Mertens &amp; Wilson, 2019). (as cited in Mertens &amp; Catsambas, 2021, p. 169)<\/p>\r\n<\/blockquote>\r\n<p style=\"padding-left: 40px\">Advocating for a more inclusive approach to evaluation\u2014socially, by including a diversity of groups, and environmentally, by systematically integrating consideration of the environmental impacts of human activity\u2014requires the evaluator to go beyond the traditional role of \u201cknowledge creator\u201d and to embrace the role of \u201csocial change agent\u201d (Mertens, 2024).<\/p>\r\n\r\n<div class=\"textbox\">\r\n<div>\r\n<h3><strong>Exhibit 2.1: Guiding principles for Indigenous evaluations<\/strong><\/h3>\r\nWhile recognizing that each Indigenous community possesses unique views, involving unique cultural, political and historical contexts, the four subject matter experts highlighted the following broad guiding principles as especially important to Indigenous approaches to evaluation and research. This list is not exhaustive, and additional detail with respect to the guiding principles presented here are included in the four papers appended to the report.\r\n<h4><strong>Relationships are central<\/strong><\/h4>\r\nRelationships are central to Indigenous approaches to evaluation and research practices. This includes relationships with the land, culture, community, people, ancestors, and spirituality.<\/div>\r\n<div>\r\nRespect, trust, and responsibility are key factors when it comes to building relationships. Evaluators and researchers have responsibilities in the relationships they create in the community that includes how they remain accountable to those who have shared their knowledge. Developing trusting and respectful relationships with community members, program staff, and program participants can be achieved by participating in face-to-face meetings, listening and speaking, sharing and hosting, being generous and respectful in sharing one\u2019s own knowledge. Evaluators and researchers can also demonstrate accountability by being actively present during the sharing of information, allowing time for reflection after information is shared, and ensuring that the information will serve the community and organization in the end.<\/div>\r\n<div>\r\nReciprocity is also a key part of being respectful and accountable to the relationships developed through the evaluation or research process. Evaluators and researchers have the opportunity to build capacity in a community, and it is important that they determine what will be left behind to ensure a deeper understanding of the role of evaluation or research and the skills necessary to do this work. This is also important when it comes to sharing and disseminating the findings; it is important to ensure that the results are disseminated in a way that is meaningful to the community. This can be done through community events or gatherings, videos or user-friendly materials.\r\n<h4><strong>Culturally responsive and community driven<\/strong><\/h4>\r\nCulturally responsive means that programs and services are respectful and relevant to the beliefs, practices, culture, and linguistic needs of diverse client populations and communities. It also requires the knowledge and capacity to respond to these needs. A culturally responsive evaluation or research study recognizes the need to bring to the forefront the land, language and cultural practices that are specific to those involved.<\/div>\r\n<div>\r\nRecognizing the importance of community and the context of a program, community leaders as well as program staff and\/or participants need to be engaged at the outset of a project. This means that members of the community would be the ones to determine the purpose of the evaluation or research study as well as the methods that will best capture information that would be most useful. This would ensure that the study meets the needs of the program and community. They would then be involved in all aspects of the research or evaluation from planning the scope and methodology to sharing the findings.<\/div>\r\n<div>\r\nA key aspect of community-driven and culturally responsive approaches to evaluation and research is engaging an advisory group throughout the process. This approach recognizes that although the evaluation or research team may bring technical expertise to the project, it is the community and program that provide direction throughout the process. The advisory group can include program staff, community leaders, Elders, knowledge keepers, and other partners directly involved in the program. The role of the advisory group can include determining and validating the approach, the questions, and the evaluation\/research results. They should also determine the best way to share the information among members of their community. This ensures that a community-driven approach is ultimately used.\r\n<h4><strong>Elders, knowledge keepers, and healers<\/strong><\/h4>\r\nDeveloping partnerships with Elders, Indigenous knowledge keepers, and healers is essential because it ensures that their insights guide the work of the evaluation or research. It also allows for the inclusion of ceremonies and the sharing of medicines or sacred objects that are appropriate given the community context (Johnston, 2019; Rowe, 2019), and ensures that knowledge and sacred stories shared are not given away without permission.<\/div>\r\n<div>\r\nRespecting community protocols is also important when in communities. This may include the giving of tobacco or wild rice to show respect and to ask for guidance during the study or the use of a talking piece\/stick in talking circles. Elders, knowledge keepers, and healers can provide guidance with these protocols as it is also important that the person who is giving these medicines\/gifts understands the teachings related to the offering.\r\n<h4><strong>Sharing personal experiences<\/strong><\/h4>\r\nHolding and honouring the stories of participants, communities and organizations is sacred and not to be taken lightly in Indigenous methods. How a community\u2019s stories are used and presented is crucial to being accountable to the relationships established during the process. Evaluators and researchers have a responsibility to ensure that personal experiences and stories are represented accurately. This can be done by sharing preliminary findings with participants and asking that they review the draft report to validate the findings.\r\n<h4><strong>Strengths-based perspectives<\/strong><\/h4>\r\nIndigenous approaches to evaluation and research use strengths-based perspectives rather than deficit-based ones. A strengths-based perspective focuses on identifying the resources available to address problems in a positive way. Whereas, deficit-based perspectives focus on problems with outcomes, without taking into account the social or structural issues underpinning the conditions for Indigenous peoples. Evaluation must focus on strengths, recognize challenges, but also consider individual and community resilience. Strengths-based perspectives look for opportunities for growth, emphasize a community\u2019s assets, and identify solutions to issues.\r\n<h4><strong>Decolonized approach<\/strong><\/h4>\r\nIndigenous approaches and methodologies to evaluation and research must take a decolonized approach that recognizes the intergenerational impacts of colonization on Indigenous peoples, their families and their communities. These approaches must consider the historical trauma and cultural repression experienced by Indigenous people.\r\n<h4><strong>Trauma-informed approach<\/strong><\/h4>\r\nEvaluators and researchers need to be aware of and understand a community\u2019s history and understand the intergenerational impact of colonization and its associated negative impacts on the lives of Indigenous people. This will help to ensure that evaluation and research approaches or processes that have alienated Indigenous peoples in the past can be avoided. When a trauma-informed approach is used, the process can contribute to the well-being of the community decolonization, and reconciliation.\r\n<h4><strong>Ensuring appropriate timelines and resources<\/strong><\/h4>\r\n<div>\r\n\r\nIndigenous approaches to evaluation and research cannot be rushed. It takes time to understand the context of a community or program; build meaningful, respectful and trusting relationships and approaches; allow for community engagement, hosting and attending ceremony; undertake meaningful data collection and analysis of results; and fulfil the need for reciprocity not only of the results but also for capacity-building. There also needs to be a sufficient budget to allow for relationship building, food, cultural protocol items, knowledge keeper and Elder gifts as well as travel.\r\n\r\n&nbsp;\r\n<div>\r\n\r\nSource: Bremner, L. K., Johnston, A. L. K., G., R., Sasakamoose, J., &amp; Evans, J. (2020). Exploring Indigenous Approaches to Evaluation and Research in the Context of Victim Services and Supports. Summary by Jane Evans. Papers Submitted to the Department of Justice Canada by Larry K. Bremner, Andrea L.K. Johnston, Gladys Rowe, JoLee Sasakamoose, Department of Justice Canada\/ Minist\u00e8res de la Justice Canada (last accessed online on Aug 20, 2024), p. 6-8: <a href=\"https:\/\/www.justice.gc.ca\/eng\/rp-pr\/jr\/eiaer-eaame\/docs\/rsd_rr2020-indigenous-approaches-to-evaluation-and-research-eng.pdf\">https:\/\/www.justice.gc.ca\/eng\/rp-pr\/jr\/eiaer-eaame\/docs\/rsd_rr2020-indigenous-approaches-to-evaluation-and-research-eng.pdf<\/a>.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;","rendered":"<p>The field of evaluation offers many avenues to make positive change, and it is up to evaluators both individually and collectively to design their approaches to create as much positive change as possible. As Patton says, this is where one can put their skin in the game (Patton, 2020). In particular, the elements below can be kept in mind for shaping your evaluation project.<\/p>\n<p>Positive transformation can be enhanced by:<\/p>\n<ul>\n<li>Working at the nexus of natural and human systems, considering the broader context in our evaluations, locally and globally (Patton, 2020; Rowe, 2021; Uitto, 2021). Considering the evaluand into its own context matters (Uitto, 2021), while also considering interactions and dynamic relationships, which highlight the importance of system thinking (Magro et al., 2021; Magro &amp; van den Berg, 2019; Patton, 2021b).<\/li>\n<li>Redefining accountability (Rodriguez-Bilella et al., 2021, p. 164).<br \/>\n<blockquote><p>\u201cEvaluators should assume \u2018some moral fiduciary responsibility\u2019, not towards commissioners, but by defending the interests of those less able to do so for themselves, as stated by House (House, 2020, p. 32), yet also to be a voice for nature, elements and living species\u201d (Brousselle, Bemner, et al., 2024).<\/p><\/blockquote>\n<p>Evaluators should be accountable towards other living species, nature, youth, and towards future generations (Brousselle et al., 2024a). This involves adopting a futurist\/prospective reading of the challenges instead of focusing on the past only, as most evaluations do (Patton, 2021a). It is also an invitation to revisit who should be invited to participate in the evaluation project (Montrosse-Moorhead et al., 2019).<\/li>\n<li>Addressing the root causes of discrimination and giving voice to marginalized, colonized and oppressed people and communities (Mertens, 2023, 2024). Consider human rights violations, racism, discrimination and oppression based on sex and gender, color, religion, culture and origin, age, etc.<\/li>\n<\/ul>\n<div>\n<blockquote>\n<p style=\"padding-left: 40px\">A transformative lens acknowledges that there are multiple perspectives, each expressing a different reality, where some voices are heard, and some are not. It is this inequality of whose voice matters that underpins our discussion about transformative evaluation. (Rodriguez-Bilella et al., 2021, p. 162)<\/p>\n<\/blockquote>\n<\/div>\n<ul>\n<li>Revisiting the role of the evaluator.<\/li>\n<\/ul>\n<blockquote>\n<p style=\"padding-left: 40px\">\u201cThe role of the transformative evaluator is facilitative rather than directive \u2013 being in charge of the evaluation process and making judgements as an expert evaluator\u201d (Rodriguez-Bilella et al., 2021, p. 163).<\/p>\n<\/blockquote>\n<p style=\"padding-left: 40px\">This is particularly true when working on Indigenous lands and with Indigenous people (see Exhibit 2.1). Evaluators should support self-determination and encourage Indigenous-led projects. That\u2019s the only way to be as responsive as possible to local community cultures and principles. Where can we start?<\/p>\n<blockquote>\n<p style=\"padding-left: 40px\">A transformative evaluation design begins with a stage of building relationships as a first step to understand who needs to be included and how they can be included in ways that are culturally respectful (Mertens, 2018; Mertens &amp; Wilson, 2019). (as cited in Mertens &amp; Catsambas, 2021, p. 169)<\/p>\n<\/blockquote>\n<p style=\"padding-left: 40px\">Advocating for a more inclusive approach to evaluation\u2014socially, by including a diversity of groups, and environmentally, by systematically integrating consideration of the environmental impacts of human activity\u2014requires the evaluator to go beyond the traditional role of \u201cknowledge creator\u201d and to embrace the role of \u201csocial change agent\u201d (Mertens, 2024).<\/p>\n<div class=\"textbox\">\n<div>\n<h3><strong>Exhibit 2.1: Guiding principles for Indigenous evaluations<\/strong><\/h3>\n<p>While recognizing that each Indigenous community possesses unique views, involving unique cultural, political and historical contexts, the four subject matter experts highlighted the following broad guiding principles as especially important to Indigenous approaches to evaluation and research. This list is not exhaustive, and additional detail with respect to the guiding principles presented here are included in the four papers appended to the report.<\/p>\n<h4><strong>Relationships are central<\/strong><\/h4>\n<p>Relationships are central to Indigenous approaches to evaluation and research practices. This includes relationships with the land, culture, community, people, ancestors, and spirituality.<\/p><\/div>\n<div>\nRespect, trust, and responsibility are key factors when it comes to building relationships. Evaluators and researchers have responsibilities in the relationships they create in the community that includes how they remain accountable to those who have shared their knowledge. Developing trusting and respectful relationships with community members, program staff, and program participants can be achieved by participating in face-to-face meetings, listening and speaking, sharing and hosting, being generous and respectful in sharing one\u2019s own knowledge. Evaluators and researchers can also demonstrate accountability by being actively present during the sharing of information, allowing time for reflection after information is shared, and ensuring that the information will serve the community and organization in the end.<\/div>\n<div>\nReciprocity is also a key part of being respectful and accountable to the relationships developed through the evaluation or research process. Evaluators and researchers have the opportunity to build capacity in a community, and it is important that they determine what will be left behind to ensure a deeper understanding of the role of evaluation or research and the skills necessary to do this work. This is also important when it comes to sharing and disseminating the findings; it is important to ensure that the results are disseminated in a way that is meaningful to the community. This can be done through community events or gatherings, videos or user-friendly materials.<\/p>\n<h4><strong>Culturally responsive and community driven<\/strong><\/h4>\n<p>Culturally responsive means that programs and services are respectful and relevant to the beliefs, practices, culture, and linguistic needs of diverse client populations and communities. It also requires the knowledge and capacity to respond to these needs. A culturally responsive evaluation or research study recognizes the need to bring to the forefront the land, language and cultural practices that are specific to those involved.<\/p><\/div>\n<div>\nRecognizing the importance of community and the context of a program, community leaders as well as program staff and\/or participants need to be engaged at the outset of a project. This means that members of the community would be the ones to determine the purpose of the evaluation or research study as well as the methods that will best capture information that would be most useful. This would ensure that the study meets the needs of the program and community. They would then be involved in all aspects of the research or evaluation from planning the scope and methodology to sharing the findings.<\/div>\n<div>\nA key aspect of community-driven and culturally responsive approaches to evaluation and research is engaging an advisory group throughout the process. This approach recognizes that although the evaluation or research team may bring technical expertise to the project, it is the community and program that provide direction throughout the process. The advisory group can include program staff, community leaders, Elders, knowledge keepers, and other partners directly involved in the program. The role of the advisory group can include determining and validating the approach, the questions, and the evaluation\/research results. They should also determine the best way to share the information among members of their community. This ensures that a community-driven approach is ultimately used.<\/p>\n<h4><strong>Elders, knowledge keepers, and healers<\/strong><\/h4>\n<p>Developing partnerships with Elders, Indigenous knowledge keepers, and healers is essential because it ensures that their insights guide the work of the evaluation or research. It also allows for the inclusion of ceremonies and the sharing of medicines or sacred objects that are appropriate given the community context (Johnston, 2019; Rowe, 2019), and ensures that knowledge and sacred stories shared are not given away without permission.<\/p><\/div>\n<div>\nRespecting community protocols is also important when in communities. This may include the giving of tobacco or wild rice to show respect and to ask for guidance during the study or the use of a talking piece\/stick in talking circles. Elders, knowledge keepers, and healers can provide guidance with these protocols as it is also important that the person who is giving these medicines\/gifts understands the teachings related to the offering.<\/p>\n<h4><strong>Sharing personal experiences<\/strong><\/h4>\n<p>Holding and honouring the stories of participants, communities and organizations is sacred and not to be taken lightly in Indigenous methods. How a community\u2019s stories are used and presented is crucial to being accountable to the relationships established during the process. Evaluators and researchers have a responsibility to ensure that personal experiences and stories are represented accurately. This can be done by sharing preliminary findings with participants and asking that they review the draft report to validate the findings.<\/p>\n<h4><strong>Strengths-based perspectives<\/strong><\/h4>\n<p>Indigenous approaches to evaluation and research use strengths-based perspectives rather than deficit-based ones. A strengths-based perspective focuses on identifying the resources available to address problems in a positive way. Whereas, deficit-based perspectives focus on problems with outcomes, without taking into account the social or structural issues underpinning the conditions for Indigenous peoples. Evaluation must focus on strengths, recognize challenges, but also consider individual and community resilience. Strengths-based perspectives look for opportunities for growth, emphasize a community\u2019s assets, and identify solutions to issues.<\/p>\n<h4><strong>Decolonized approach<\/strong><\/h4>\n<p>Indigenous approaches and methodologies to evaluation and research must take a decolonized approach that recognizes the intergenerational impacts of colonization on Indigenous peoples, their families and their communities. These approaches must consider the historical trauma and cultural repression experienced by Indigenous people.<\/p>\n<h4><strong>Trauma-informed approach<\/strong><\/h4>\n<p>Evaluators and researchers need to be aware of and understand a community\u2019s history and understand the intergenerational impact of colonization and its associated negative impacts on the lives of Indigenous people. This will help to ensure that evaluation and research approaches or processes that have alienated Indigenous peoples in the past can be avoided. When a trauma-informed approach is used, the process can contribute to the well-being of the community decolonization, and reconciliation.<\/p>\n<h4><strong>Ensuring appropriate timelines and resources<\/strong><\/h4>\n<div>\n<p>Indigenous approaches to evaluation and research cannot be rushed. It takes time to understand the context of a community or program; build meaningful, respectful and trusting relationships and approaches; allow for community engagement, hosting and attending ceremony; undertake meaningful data collection and analysis of results; and fulfil the need for reciprocity not only of the results but also for capacity-building. There also needs to be a sufficient budget to allow for relationship building, food, cultural protocol items, knowledge keeper and Elder gifts as well as travel.<\/p>\n<p>&nbsp;<\/p>\n<div>\n<p>Source: Bremner, L. K., Johnston, A. L. K., G., R., Sasakamoose, J., &amp; Evans, J. (2020). Exploring Indigenous Approaches to Evaluation and Research in the Context of Victim Services and Supports. Summary by Jane Evans. Papers Submitted to the Department of Justice Canada by Larry K. Bremner, Andrea L.K. Johnston, Gladys Rowe, JoLee Sasakamoose, Department of Justice Canada\/ Minist\u00e8res de la Justice Canada (last accessed online on Aug 20, 2024), p. 6-8: <a href=\"https:\/\/www.justice.gc.ca\/eng\/rp-pr\/jr\/eiaer-eaame\/docs\/rsd_rr2020-indigenous-approaches-to-evaluation-and-research-eng.pdf\">https:\/\/www.justice.gc.ca\/eng\/rp-pr\/jr\/eiaer-eaame\/docs\/rsd_rr2020-indigenous-approaches-to-evaluation-and-research-eng.pdf<\/a>.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"author":20,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-118","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":40,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/pressbooks\/v2\/chapters\/118","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/wp\/v2\/users\/20"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/pressbooks\/v2\/chapters\/118\/revisions"}],"predecessor-version":[{"id":539,"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/pressbooks\/v2\/chapters\/118\/revisions\/539"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/pressbooks\/v2\/parts\/40"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/pressbooks\/v2\/chapters\/118\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/wp\/v2\/media?parent=118"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/pressbooks\/v2\/chapter-type?post=118"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/wp\/v2\/contributor?post=118"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/foundationsofevaluation\/wp-json\/wp\/v2\/license?post=118"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}