Following critiques of the global environmental justice paradigm, a ‘critical’ environmental justice scholarship is emerging. This article contributes to this important field of inquiry by interrogating project evaluation through a critical recognition justice lens that draws on political ecology. We use an embedded case study of the official donor evaluation of a REDD+ pilot project in Tanzania; comparing narrated accounts of the project recipients' experiences with the official evaluation documents and asking whose ways of knowing, values, and perspectives on governance and justice are recognized and whose are excluded. We find that the report represents a narrow framing of the project experience, based on standard evaluation criteria, the technical framing of the project, and the ways of knowing, values and perspectives of the (inter)national conservation community. The project framings of many local-level project recipients are not recognized in the official evaluation, despite attempts to include villager perspectives and some consideration of justice-related outcomes in the report. Project evaluation is therefore identified as a vehicle for recognition justices and injustices, discursively reproducing the ways of knowing, values and perspectives of certain actors while excluding others. The role of project evaluation in the proliferation of dominant conservation discourse is identified, and the ability for standardized evaluations to deliver meaningful learning is challenged. We therefore call for a reframing of project evaluation and highlight the potential of incorporating critical environmental justice scholarship and pluralistic methodologies.

在对全球环境正义范式进行批评之后，一种“批判性”环境正义奖学金正在兴起。本文通过利用政治生态学的批判性认可正义视角审问项目评估，为这一重要的研究领域做出了贡献。我们使用嵌入式案例研究，对坦桑尼亚的REDD +试点项目进行官方捐助评估；将叙述了有关项目接受者经历的叙述叙述与官方评估文件进行比较，并询问认可和否定了他们对治理和正义的认识，价值观和观点。我们发现，根据标准评估标准，项目的技术框架以及了解方式，该报告仅代表了项目经验的狭窄范围，（国际）保护社区的价值观和观点。尽管试图在报告中纳入村民的观点和对与司法有关的结果的一些考虑，但官方评估中并未认可许多地方项目接受者的项目框架。因此，项目评估被认为是承认正义和不公正行为的工具，可以话语性地再现某些行为者的知识，价值和观点，而排斥其他行为者。确定了项目评估在保护性占主导地位话语扩散中的作用，并且标准化评估提供有意义学习的能力也受到了挑战。