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":"93 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843649","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}
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":"69 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139844187","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}
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 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843203","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}
This article highlights the reflections and positionality of two African American women evaluators who have unapologetically integrated their professional and personal identities into their culturally responsive evaluation (CRE) scholarship and practice. After a brief overview of culturally responsive evaluation (CRE), the authors describe how their positionality and intersectionality as African American women (among other identities) inevitably frame their evaluative thinking and practice. Subsequently, they describe critical moments in their CRE journey over the past 25 years, particularly illuminating the influence of Stafford Hood. They conclude with a vision for CRE as a tool to help reduce inequalities and improve the lives of individuals and communities, especially those often marginalized and excluded.
{"title":"Calling it like we see it!: Our reflections, positionality, and vision for CRE's future","authors":"Veronica G. Thomas, Katrina L. Bledsoe","doi":"10.1002/ev.20573","DOIUrl":"https://doi.org/10.1002/ev.20573","url":null,"abstract":"This article highlights the reflections and positionality of two African American women evaluators who have unapologetically integrated their professional and personal identities into their culturally responsive evaluation (CRE) scholarship and practice. After a brief overview of culturally responsive evaluation (CRE), the authors describe how their positionality and intersectionality as African American women (among other identities) inevitably frame their evaluative thinking and practice. Subsequently, they describe critical moments in their CRE journey over the past 25 years, particularly illuminating the influence of Stafford Hood. They conclude with a vision for CRE as a tool to help reduce inequalities and improve the lives of individuals and communities, especially those often marginalized and excluded.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"111 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785263","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}
This article explores the close relationships between LGBTQ+ Evaluation (LGBTQ+E) and Culturally Responsive Evaluation (CRE). First, we consider the role of CRE spaces, scholars, and practitioners in supporting LGBTQ+E, including Dr. Stafford Hood, who helped us break through barriers that kept LGBTQ+E practices marginalized in the evaluation canon. We reflect on parallel developmental trajectories, and explore how LGBTQ+E embodies CRE. Finally, we discuss how LGBTQ+E and CRE can evolve through deepening their relationships and attending more meaningfully to intersectional and international work.
{"title":"Tracing the relationship(s) of CRE and LGBTQ+ Evaluation","authors":"D. Felt, Gregory Phillips, Robin L. Miller","doi":"10.1002/ev.20572","DOIUrl":"https://doi.org/10.1002/ev.20572","url":null,"abstract":"This article explores the close relationships between LGBTQ+ Evaluation (LGBTQ+E) and Culturally Responsive Evaluation (CRE). First, we consider the role of CRE spaces, scholars, and practitioners in supporting LGBTQ+E, including Dr. Stafford Hood, who helped us break through barriers that kept LGBTQ+E practices marginalized in the evaluation canon. We reflect on parallel developmental trajectories, and explore how LGBTQ+E embodies CRE. Finally, we discuss how LGBTQ+E and CRE can evolve through deepening their relationships and attending more meaningfully to intersectional and international work.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"105 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785381","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}
Rick Sperling, Vanessa Quetzeri, Azucena Cuevas, Melanie Martinez
Continuing the journey of culturally responsive evaluation (CRE) requires attending to the ways in which we prepare future evaluators. That means moving beyond treating evaluator education as a one size fits all technical exercise. We must take into consideration student identities and experiences, as well as historical and contemporary ideological currents, many of which are at odds with CRE principles and work against our own values. In this article, we, the program director, two graduates, and one current student in St. Mary's University's academic certificate program in Community‐based Assessment and Evaluation, share our experiences with evaluator education at a Hispanic‐Serving Institution. Collectively, we have come to realize that the pursuit of cultural competence often requires resisting both feigned color‐blindness and outright racism as they exist outside and inside of ourselves. Our success depends on applying core ideas of CRE to the evaluator education process by recognizing and responding to ourselves as actors within a sociopolitical and cultural context. Only by giving ourselves and our positionality the same attention we give community members can we do justice to the evaluator education process. Hopefully, our stories will enliven discussion on how best to amplify the power of our emerging evaluators as they begin their careers.
{"title":"Scaffolding future Latinx evaluators toward racial justice: Lessons learned from Stafford","authors":"Rick Sperling, Vanessa Quetzeri, Azucena Cuevas, Melanie Martinez","doi":"10.1002/ev.20568","DOIUrl":"https://doi.org/10.1002/ev.20568","url":null,"abstract":"Continuing the journey of culturally responsive evaluation (CRE) requires attending to the ways in which we prepare future evaluators. That means moving beyond treating evaluator education as a one size fits all technical exercise. We must take into consideration student identities and experiences, as well as historical and contemporary ideological currents, many of which are at odds with CRE principles and work against our own values. In this article, we, the program director, two graduates, and one current student in St. Mary's University's academic certificate program in Community‐based Assessment and Evaluation, share our experiences with evaluator education at a Hispanic‐Serving Institution. Collectively, we have come to realize that the pursuit of cultural competence often requires resisting both feigned color‐blindness and outright racism as they exist outside and inside of ourselves. Our success depends on applying core ideas of CRE to the evaluator education process by recognizing and responding to ourselves as actors within a sociopolitical and cultural context. Only by giving ourselves and our positionality the same attention we give community members can we do justice to the evaluator education process. Hopefully, our stories will enliven discussion on how best to amplify the power of our emerging evaluators as they begin their careers.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"109 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785808","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}
This article highlights the reflections and positionality of two African American women evaluators who have unapologetically integrated their professional and personal identities into their culturally responsive evaluation (CRE) scholarship and practice. After a brief overview of culturally responsive evaluation (CRE), the authors describe how their positionality and intersectionality as African American women (among other identities) inevitably frame their evaluative thinking and practice. Subsequently, they describe critical moments in their CRE journey over the past 25 years, particularly illuminating the influence of Stafford Hood. They conclude with a vision for CRE as a tool to help reduce inequalities and improve the lives of individuals and communities, especially those often marginalized and excluded.
{"title":"Calling it like we see it!: Our reflections, positionality, and vision for CRE's future","authors":"Veronica G. Thomas, Katrina L. Bledsoe","doi":"10.1002/ev.20573","DOIUrl":"https://doi.org/10.1002/ev.20573","url":null,"abstract":"This article highlights the reflections and positionality of two African American women evaluators who have unapologetically integrated their professional and personal identities into their culturally responsive evaluation (CRE) scholarship and practice. After a brief overview of culturally responsive evaluation (CRE), the authors describe how their positionality and intersectionality as African American women (among other identities) inevitably frame their evaluative thinking and practice. Subsequently, they describe critical moments in their CRE journey over the past 25 years, particularly illuminating the influence of Stafford Hood. They conclude with a vision for CRE as a tool to help reduce inequalities and improve the lives of individuals and communities, especially those often marginalized and excluded.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"43 50","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845204","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}
Rick Sperling, Vanessa Quetzeri, Azucena Cuevas, Melanie Martinez
Continuing the journey of culturally responsive evaluation (CRE) requires attending to the ways in which we prepare future evaluators. That means moving beyond treating evaluator education as a one size fits all technical exercise. We must take into consideration student identities and experiences, as well as historical and contemporary ideological currents, many of which are at odds with CRE principles and work against our own values. In this article, we, the program director, two graduates, and one current student in St. Mary's University's academic certificate program in Community‐based Assessment and Evaluation, share our experiences with evaluator education at a Hispanic‐Serving Institution. Collectively, we have come to realize that the pursuit of cultural competence often requires resisting both feigned color‐blindness and outright racism as they exist outside and inside of ourselves. Our success depends on applying core ideas of CRE to the evaluator education process by recognizing and responding to ourselves as actors within a sociopolitical and cultural context. Only by giving ourselves and our positionality the same attention we give community members can we do justice to the evaluator education process. Hopefully, our stories will enliven discussion on how best to amplify the power of our emerging evaluators as they begin their careers.
{"title":"Scaffolding future Latinx evaluators toward racial justice: Lessons learned from Stafford","authors":"Rick Sperling, Vanessa Quetzeri, Azucena Cuevas, Melanie Martinez","doi":"10.1002/ev.20568","DOIUrl":"https://doi.org/10.1002/ev.20568","url":null,"abstract":"Continuing the journey of culturally responsive evaluation (CRE) requires attending to the ways in which we prepare future evaluators. That means moving beyond treating evaluator education as a one size fits all technical exercise. We must take into consideration student identities and experiences, as well as historical and contemporary ideological currents, many of which are at odds with CRE principles and work against our own values. In this article, we, the program director, two graduates, and one current student in St. Mary's University's academic certificate program in Community‐based Assessment and Evaluation, share our experiences with evaluator education at a Hispanic‐Serving Institution. Collectively, we have come to realize that the pursuit of cultural competence often requires resisting both feigned color‐blindness and outright racism as they exist outside and inside of ourselves. Our success depends on applying core ideas of CRE to the evaluator education process by recognizing and responding to ourselves as actors within a sociopolitical and cultural context. Only by giving ourselves and our positionality the same attention we give community members can we do justice to the evaluator education process. Hopefully, our stories will enliven discussion on how best to amplify the power of our emerging evaluators as they begin their careers.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"79 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845806","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}
This article explores the close relationships between LGBTQ+ Evaluation (LGBTQ+E) and Culturally Responsive Evaluation (CRE). First, we consider the role of CRE spaces, scholars, and practitioners in supporting LGBTQ+E, including Dr. Stafford Hood, who helped us break through barriers that kept LGBTQ+E practices marginalized in the evaluation canon. We reflect on parallel developmental trajectories, and explore how LGBTQ+E embodies CRE. Finally, we discuss how LGBTQ+E and CRE can evolve through deepening their relationships and attending more meaningfully to intersectional and international work.
{"title":"Tracing the relationship(s) of CRE and LGBTQ+ Evaluation","authors":"D. Felt, Gregory Phillips, Robin L. Miller","doi":"10.1002/ev.20572","DOIUrl":"https://doi.org/10.1002/ev.20572","url":null,"abstract":"This article explores the close relationships between LGBTQ+ Evaluation (LGBTQ+E) and Culturally Responsive Evaluation (CRE). First, we consider the role of CRE spaces, scholars, and practitioners in supporting LGBTQ+E, including Dr. Stafford Hood, who helped us break through barriers that kept LGBTQ+E practices marginalized in the evaluation canon. We reflect on parallel developmental trajectories, and explore how LGBTQ+E embodies CRE. Finally, we discuss how LGBTQ+E and CRE can evolve through deepening their relationships and attending more meaningfully to intersectional and international work.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"23 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845169","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. O’Hara, G. McNamara, Martin Brown, Shivaun O’Brien, Denise Burns, Sarah Gardezi
This article explores the impact that Professor Stafford Hood had on the development of culturally responsive evaluation and assessment (CRE/A) in Ireland. Starting with a brief outline of the demographic and cultural changes that have happened in Ireland since the mid‐1990s, the article discusses the initial encounters with Professor Hood and his introduction of the theories, practice and praxis of CRE/A to a group of Irish scholars. This engagement was formalized by the establishment of the CREA‐Dublin, hosted in Dublin City University. The article examines how CREA‐Dublin has used the culturally responsive lens to critique evaluation, assessment, and quality assurance practices within Ireland and across the European Union (EU). Outlining the impact of several major EU funded projects as well as locally initiated research, the article concludes by highlighting the centrality of Professor Hood as a scholar and an individual to the transformation of research and practice in the fields of evaluation and assessment on the island of Ireland and beyond.
{"title":"Reconceptualizing evaluation and assessment from a culturally responsive standpoint – An Irish perspective","authors":"J. O’Hara, G. McNamara, Martin Brown, Shivaun O’Brien, Denise Burns, Sarah Gardezi","doi":"10.1002/ev.20569","DOIUrl":"https://doi.org/10.1002/ev.20569","url":null,"abstract":"This article explores the impact that Professor Stafford Hood had on the development of culturally responsive evaluation and assessment (CRE/A) in Ireland. Starting with a brief outline of the demographic and cultural changes that have happened in Ireland since the mid‐1990s, the article discusses the initial encounters with Professor Hood and his introduction of the theories, practice and praxis of CRE/A to a group of Irish scholars. This engagement was formalized by the establishment of the CREA‐Dublin, hosted in Dublin City University. The article examines how CREA‐Dublin has used the culturally responsive lens to critique evaluation, assessment, and quality assurance practices within Ireland and across the European Union (EU). Outlining the impact of several major EU funded projects as well as locally initiated research, the article concludes by highlighting the centrality of Professor Hood as a scholar and an individual to the transformation of research and practice in the fields of evaluation and assessment on the island of Ireland and beyond.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":"157 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139848919","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：