Dominica McBride, Gabriela Garcia, Scott Christian
In the process of developing a complicated, community‐driven evaluation initiative, Dr. Stafford Hood indicated the importance of allowing the project to “unfold as it should.” This indication of emergence is too often missing in the dialogue of what it means to do Culturally Responsive Evaluation. This chapter explores and elucidates the concept of emergence and presents two examples of how it has influenced evaluation practice and enhanced the ongoing application of culturally responsive frameworks. The authors provide examples rooted in Dr. Hood's childhood home community while showcasing the power of simple interactions, fluidity, and attending to contextual and human nuances.
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Through an intergenerational lens, we recognize that trauma and healing are integral parts of the responsibilities and lineage we carry as Indigenous scholars honoring the Seven Generations before us and after us. This chapter frames and illustrates the intertwining of rooted relationships and kinship while broadening the standard norms and concepts of culturally responsive evaluation (CRE) and Indigenous evaluation (IE). By rooting CRE and IE kinship together in the field of evaluation, we complement and contribute to the legacy of Dr. Stafford Hood and the CRE/IE movement using the framework of the Seven Grandfather Teachings: Love, Honesty, Bravery, Respect, Humility, Wisdom, and Truth. Traditional teachings provide conceptual and practical Indigenous perspectives on how we continue to move forward together as good relatives. Academically, we confront western ideologies and systems that reflect and uphold settler‐controlled frameworks, while we seek to empower, celebrate, and advocate for our rights, voices, and visibility. The ongoing push for recognition and acknowledgement of CRE and IE and the integration of their innovations into theory, methodology, policy, and practice presents a transformative process for the evaluation field to embrace.
{"title":"Rooted in perpetuity: Weaving grandfather teachings as an ongoing journey for CRE, IE, and evaluators","authors":"Carolee Dodge Francis, Nicole R. Bowman","doi":"10.1002/ev.20567","DOIUrl":"https://doi.org/10.1002/ev.20567","url":null,"abstract":"Through an intergenerational lens, we recognize that trauma and healing are integral parts of the responsibilities and lineage we carry as Indigenous scholars honoring the Seven Generations before us and after us. This chapter frames and illustrates the intertwining of rooted relationships and kinship while broadening the standard norms and concepts of culturally responsive evaluation (CRE) and Indigenous evaluation (IE). By rooting CRE and IE kinship together in the field of evaluation, we complement and contribute to the legacy of Dr. Stafford Hood and the CRE/IE movement using the framework of the Seven Grandfather Teachings: Love, Honesty, Bravery, Respect, Humility, Wisdom, and Truth. Traditional teachings provide conceptual and practical Indigenous perspectives on how we continue to move forward together as good relatives. Academically, we confront western ideologies and systems that reflect and uphold settler‐controlled frameworks, while we seek to empower, celebrate, and advocate for our rights, voices, and visibility. The ongoing push for recognition and acknowledgement of CRE and IE and the integration of their innovations into theory, methodology, policy, and practice presents a transformative process for the evaluation field to embrace.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"284 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Through an intergenerational lens, we recognize that trauma and healing are integral parts of the responsibilities and lineage we carry as Indigenous scholars honoring the Seven Generations before us and after us. This chapter frames and illustrates the intertwining of rooted relationships and kinship while broadening the standard norms and concepts of culturally responsive evaluation (CRE) and Indigenous evaluation (IE). By rooting CRE and IE kinship together in the field of evaluation, we complement and contribute to the legacy of Dr. Stafford Hood and the CRE/IE movement using the framework of the Seven Grandfather Teachings: Love, Honesty, Bravery, Respect, Humility, Wisdom, and Truth. Traditional teachings provide conceptual and practical Indigenous perspectives on how we continue to move forward together as good relatives. Academically, we confront western ideologies and systems that reflect and uphold settler‐controlled frameworks, while we seek to empower, celebrate, and advocate for our rights, voices, and visibility. The ongoing push for recognition and acknowledgement of CRE and IE and the integration of their innovations into theory, methodology, policy, and practice presents a transformative process for the evaluation field to embrace.
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This NDE volume has recounted the legacy of Stafford Hood from multiples angles of vision. This Epilogue centers the original 1998 conceptualization of culturally responsive evaluation and discusses how a diverse professional community came together to dialogue, debate, reflect, and create, fleshing out culturally responsive evaluation and assessment in both theory and practice. Three conference themes—from CREA I, CREA V, and CREA VII—illustrate these critical conversations. The Epilogue closes with Stafford's exhortations on our responsibilities as culturally responsive evaluators and assessment specialists.
本无损检测卷从多角度叙述了斯塔福德-胡德的遗产。本后记以 1998 年最初的文化顺应性评价概念为中心，讨论了一个多元化的专业团体是如何聚集在一起进行对话、辩论、反思和创造，在理论和实践中充实文化顺应性评价和评估的。来自 CREA I、CREA V 和 CREA VII 的三个会议主题展示了这些重要对话。在后记的最后，斯塔福德告诫我们作为具有文化敏感性的评估员和评估专家的责任。
{"title":"Epilogue: The view from here","authors":"Melvin E. Hall","doi":"10.1002/ev.20576","DOIUrl":"https://doi.org/10.1002/ev.20576","url":null,"abstract":"This NDE volume has recounted the legacy of Stafford Hood from multiples angles of vision. This Epilogue centers the original 1998 conceptualization of culturally responsive evaluation and discusses how a diverse professional community came together to dialogue, debate, reflect, and create, fleshing out culturally responsive evaluation and assessment in both theory and practice. Three conference themes—from CREA I, CREA V, and CREA VII—illustrate these critical conversations. The Epilogue closes with Stafford's exhortations on our responsibilities as culturally responsive evaluators and assessment specialists.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"18 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139784235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Hall, Cherie M. Avent, A. Boyce, Kwame O. Acheampong
Culturally responsive evaluation (CRE) education has gained traction over the past 15 years, yet there is a dearth of literature on this topic. In response, we offer guidance on CRE education in higher education. Influenced by Stafford Hood, we engage CRE education as a social responsibility or a higher calling. Accordingly, in this article, we describe the importance of culturally responsive pedagogy (CRP) to fulfill our social responsibility in CRE education. We also highlight signature CRP used in our CRE courses, namely the incorporation of diverse practical field experiences and innovative instructional technology. We conclude with lessons learned.
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This article details how connection to the late Dr. Stafford Hood, Culturally Responsive Evaluation (CRE) and Culturally Responsive Evaluation and Assessment (CREA) provided conceptual, methodological, and affirming foundations of our collective work as Latina evaluators, knowledge co‐creators, and mobilizers. The introduction of CRE & CREA with strategic sponsorship provided by Dr. Hood are key historic moments in the legitimization and advancement of Latine evaluators within and across the American Evaluation Association (AEA) and CREA. The co‐authors, who are multiethnic and multicultural Latinas, consider LatCrit theory, collective agency, and legitimacy in relation to key moments in the evolution of Latine evaluation discourse over the last decade.
{"title":"Latine evaluators and evaluation: Advancing representation and collective agency","authors":"L. Neubauer, Lisa Aponte‐Soto, Andrea Guerrero","doi":"10.1002/ev.20579","DOIUrl":"https://doi.org/10.1002/ev.20579","url":null,"abstract":"This article details how connection to the late Dr. Stafford Hood, Culturally Responsive Evaluation (CRE) and Culturally Responsive Evaluation and Assessment (CREA) provided conceptual, methodological, and affirming foundations of our collective work as Latina evaluators, knowledge co‐creators, and mobilizers. The introduction of CRE & CREA with strategic sponsorship provided by Dr. Hood are key historic moments in the legitimization and advancement of Latine evaluators within and across the American Evaluation Association (AEA) and CREA. The co‐authors, who are multiethnic and multicultural Latinas, consider LatCrit theory, collective agency, and legitimacy in relation to key moments in the evolution of Latine evaluation discourse over the last decade.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"31 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Hall, Cherie M. Avent, A. Boyce, Kwame O. Acheampong
Culturally responsive evaluation (CRE) education has gained traction over the past 15 years, yet there is a dearth of literature on this topic. In response, we offer guidance on CRE education in higher education. Influenced by Stafford Hood, we engage CRE education as a social responsibility or a higher calling. Accordingly, in this article, we describe the importance of culturally responsive pedagogy (CRP) to fulfill our social responsibility in CRE education. We also highlight signature CRP used in our CRE courses, namely the incorporation of diverse practical field experiences and innovative instructional technology. We conclude with lessons learned.
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In this article, each author describes the development of what we loosely refer to as Indigenous Evaluation (IE) within our homeplace, and how IE has contributed to and benefited from connecting with the larger stream of Culturally Responsive Evaluation (CRE). Like IE, CRE frames evaluation through a lens that privileges the worldviews of those who are minoritized and marginalized, and names and challenges the societal barriers to Indigenous wellbeing. For many Indigenous peoples, these societal barriers can be traced back to the legacies of colonization, including the theft of Indigenous territories and the disconnection of Indigenous children from their peoples and their traditions. The resulting burden of intergenerational trauma shouldered by Indigenous peoples therefore requires IE and CRE to be in service of the sovereignty, vitality, and prosperity of Indigenous peoples. This is the future our ancestors wanted for us, and what we desire for generations yet to come.
{"title":"‘‘The past is rich in glory and knowledge’’—The intersection of indigenous evaluation and culturally responsive evaluation","authors":"Fiona Cram, Joan LaFrance, Katherine A. Tibbetts","doi":"10.1002/ev.20571","DOIUrl":"https://doi.org/10.1002/ev.20571","url":null,"abstract":"In this article, each author describes the development of what we loosely refer to as Indigenous Evaluation (IE) within our homeplace, and how IE has contributed to and benefited from connecting with the larger stream of Culturally Responsive Evaluation (CRE). Like IE, CRE frames evaluation through a lens that privileges the worldviews of those who are minoritized and marginalized, and names and challenges the societal barriers to Indigenous wellbeing. For many Indigenous peoples, these societal barriers can be traced back to the legacies of colonization, including the theft of Indigenous territories and the disconnection of Indigenous children from their peoples and their traditions. The resulting burden of intergenerational trauma shouldered by Indigenous peoples therefore requires IE and CRE to be in service of the sovereignty, vitality, and prosperity of Indigenous peoples. This is the future our ancestors wanted for us, and what we desire for generations yet to come.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"9 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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