The article aims to re-purpose evaluation to learn about social justice by anchoring evaluation in normative dimensions. This article demonstrates the ways in which evaluation with an establishment orientation can limit the scope for dialogue and neglect narratives that contest the status quo. It explains how a more participatory approach that engages with the standpoints of marginalised participants can enhance the potential to learn about social justice. An ethical commitment to social justice does not mean a rejection of rigour in evidence-based evaluation. Relating Fraser’s critical theory of participatory parity to the regulative ideal of evaluation creates a foundation to systematically foreground explanations about how an intervention has delivered social justice.

本文旨在通过将评估锚定在规范维度上来重新利用评估知识，以了解社会正义。本文演示了以场所为导向的评估可以限制对话和忽略叙述现状的叙事方式的方式。它解释了一种更具参与性的方法如何与边缘化参与者的立场相结合，可以增强学习社会正义的潜力。对社会正义的道德承诺并不意味着拒绝基于证据的评估中的严格性。将弗雷泽的参与式均等的批判理论与评估的调节理想联系起来，为系统地对干预如何带来社会正义的解释提供了基础。