Hot off the Press!

Nicole Bowman coauthored a chapter in the NEW BOOK Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice.  Visit BPC’s YouTube channel for previews of the publication and interviews with the authors.

Visit InfoAge Publishing to buy your copy now!

Register Now! CREA Conference

4th International Conference (September 27-29), Evidence Matters: Culturally Responsive Evaluation and Assessment Translating to Action and Impact in Challenging Times (http://crea.education.illinois.edu/home/crea-conference-2017 ). Early registration rate deadline AUGUST 25, 2017

*More info to come!

September 26, 2017

Pre-conference workshops

http://crea.education.illinois.edu/home/crea-conference-2017/pre-conference-workshops

September 27, 2017

Indigenous /Native American Welcome Ceremony

Organized by Joseph Podlasek (Ojibwe) CEO of Trickster Art Gallery

http://www.trickstergallery.com/

Opening Keynote Address

Teresa LaFromboise, Ph.D.  Professor of Education and Chair of Native American Studies (Stanford University)

Welcome Reception

September 28, 2017

Morning Plenary Session: Evaluation in the Context of Race, Class, and Social Justice

Featured Speakers

Gloria Ladson-Billings, Ph.D.  Professor, Curriculum and Instruction (University of Wisconsin-Madison)

Ernie House, Ph.D.  (Professor Emeritus University of Colorado-Boulder)

Chair: Melvin Hall, Ph.D. Professor of Educational Psychology (Northern Arizona University)

Discussant: Rodney Hopson, Ph.D. Professor Educational Psychology, Research Methods, Education Policy George Mason University

Edmund W. Gordon Senior Distinguished Lecture and Luncheon

Senior Distinguished Lecturer

Guillermo Solano-Flores. Ph.D. Professor of Education (Stanford University)

Forms of Evidence that Also Matter: The Correspondence of Rigorous Methodology and Fair Assessment Practices in a Diverse Society

Chair: Peggy Carr, Ph.D. Acting Commissioner, National Center for Education Statistics, U.S. Department of Education

Discussant: Karen Kirkhart, Ph.D. Professor of Social Work (Syracuse University)

American Evaluation Association Race and Class Dialogue (http://eval.org/RaceDialogues)

In person and Webcast

September 29, 2017

Luncheon Keynote Address

Robin L. Miller, Ph.D. Professor of Psychology (Michigan State University)

“Hiding in plain sight: On culturally responsive evaluation and LGBTQ communities of color”.

Indigenous/ Native American Closing Ceremony

Organized by Joseph Podlasek (Ojibwe) CEO of Trickster Art Gallery

Video: President of the American Evaluation Association, Dr. Kathryn Newcomer’s Testimony at EvalPartners Global Forum

This video presents testimonies from the Third Global Evaluation forum, organized by EvalPartners.

EvalPartners, the Global Partnership for evaluation capacity development together with International Organization for Cooperation in Evaluation (IOCE) and United Nations Evaluation Group (UNEG) are planning for the third Global Evaluation Forum to be held from 24-27 April 2017.

The GEF III addressed priorities for evaluation during the first five years of the 15-year period addressed by the SDGs. EvalAgenda 2020 was approved during the second Global Evaluation Forum and voluntary collaborative road-map for its implementation was established by the various stakeholders attended the forum.

The GEF III brang together, as previous events, government representatives, parliamentarians, evaluation community, development partners, civil society, and the media to review progress of the EvalAgenda2020, particularly in the context of the Global Sustainable Development Goals (SDGs) that were launched in September 2015, are now under implementation and where evaluation is seen as an important contributor to the follow-up and review processes.

Dr. Bowman’s video testimony from EvalPartners & United Nations Evaluation Global Forum in Bishkek, Kyrgyzstan

This video presents testimonies from the Third Global Evaluation forum, organized by EvalPartners.

EvalPartners, the Global Partnership for evaluation capacity development together with International Organization for Cooperation in Evaluation (IOCE) and United Nations Evaluation Group (UNEG) are planning for the third Global Evaluation Forum to be held from 24-27 April 2017.

The GEF III addressed priorities for evaluation during the first five years of the 15-year period addressed by the SDGs. EvalAgenda 2020 was approved during the second Global Evaluation Forum and voluntary collaborative road-map for its implementation was established by the various stakeholders attended the forum.

The GEF III brang together, as previous events, government representatives, parliamentarians, evaluation community, development partners, civil society, and the media to review progress of the EvalAgenda2020, particularly in the context of the Global Sustainable Development Goals (SDGs) that were launched in September 2015, are now under implementation and where evaluation is seen as an important contributor to the follow-up and review processes.

Sneak Peek at Dr. Bowman’s Tribal Forum Presentation!

BPC’s Dr. Nicole Bowman-Farrell is presenting today at the NCAI Tribal Leader / Scholar Forum! View her presentation slides below:

 

Full Presentation Here!

The excitement is building…

#BPC is getting excited to present with Indigenous scholars at the #NCAI Tribal/Scholar forum 6/12/17 at the #MoheganSun in CT! As we prepare let us reflect and consider who’s voices are heard/privileged and also missing/silent as we do our academic work.

Considerations for “Scientific” Research & Evaluation … 

When you research/evaluate the values, beliefs, assumptions, perspectives, and prejudices

the researcher/evaluator brings to the scientific project, it has an immediate influence and

powerful impact upon the project staff, project participants, and the project itself.

Consider how the researcher/evaluator determines many things before, during, and after the project, including the following list (this is not an exhaustive list):

 who is heard

(and who is voiceless or silenced);

what is focused on

(and what is not included);

the design and method used

(or not used);

the data identified and collected

(or missed and even ignored);

who interprets and what gets interpreted

(or is excluded from the interpretation);

how interpretations are made

(or are not made or are not ever checked for validity and accuracy with community members);

 whose interpretations are valued as scientific and educational knowledge

(or whose are not valued, not present, and/or are not even considered “real” data);

 what conclusions are drawn

(or are not drawn or are not member checked for accuracy);

 how the conclusions are presented or published

(or not presented in the literature or are presented without consent);

who has access and control over the data once the study is done

(or who is powerless to access, control, and own their community’s evaluation data);

and based on evaluation data what policies, programs, and other initiatives continue to get funded

(or not funded, discontinued as programs, or who have policies that are ill-informed).

All of these research/evaluation decisions have a profound and direct impact on the long-term struggles, challenges, and unsolved issues that communities and people face.

Will you be part of the solution to solve these long-standing issues that communities face?

Do you recognize that you are privileged and different in many ways than the communities you work with?  How do you recognize that privilege and move beyond that to take concrete steps to empower and authentically include those often disempowered?

How might that make a difference in your life and in other’s lives?

With culturally and contextually responsive strategies, you can build consideration into projects.

Are you responsible and prepared to do this?

(Adapted by N. Bowman in 2015 from the Howard University Evaluation Training Institute, 2003)

Please do not reprint without permission from Nicole Bowman at nicky@bpcwi.com

Call for Proposals – Hawai’i-Pacific Evaluation Association Conference

The Hawai’i-Pacific Evaluation Association <https://h-pea.org/> (an AEA affiliate), is accepting proposals for its 11th annual conference.
Deadline May 1, 2017.

*11th Annual Hawai’i-Pacific Evaluation Association (H-PEA)* *Conference and Pre-conference Workshops * *September 21 and 22, 2017* *Kane’ohe, Hawai’i*

*Featured Speaker: Michael Quinn Patton *

*Call for Proposals*
Presentations will be accepted on the theme: “Evaluation for a Complex World”

*Session Types*

– Demonstration
– Paper Presentation
– Poster Session
– Roundtable (Work-in-progress/Issue & discussion)
– Symposium

Participate in the H-PEA Best Poster Award In Honor of Lois-ellin Datta!
The Best Poster Award honors our esteemed colleague, Dr. Lois-ellin Datta, whose lifetime achievements in evaluation set a high bar for poster presentations in terms of relevance, rigor, precision, and quality. *Dr.
Datta has been a tireless and enthusiastic supporter of H-PEA, providing positive, unconditional support and guidance for novice and indigenous
evaluators.* Her support, both financial and strategic, have been instrumental in our on-going efforts to grow the Hawai`i-Pacific Evaluation Association. First place: $50; Second place: $30; Third place: $20

*Proposal submission link*: SUBMIT NOW
<https://www.surveymonkey.com/r/HPEA2017> < <goog_2033828791> https://www.surveymonkey.com/r/HPEA2017>
This form requires a summary, title, abstract, theme, intended audience and relevance statement.

*Important Dates:*
Proposal submission deadline: 5:00 PM HST, *May 1, 2017*.
Notification of acceptance: June 1, 2017 (via email)
Conference: September 22, 2017

For any questions regarding proposals, please contact Yao Hill < yaozhang@hawaii.edu>.

Thank you,
H-PEA Conference Planning Committee

Hawai’i-Pacific Evaluation Association (H-PEA) P.O. Box 283232, Honolulu, HI 96828
Webpage: http://h-pea.org
Email: info@h-pea.org

My Journey as an Aspiring Culturally Responsive Evaluator with Stafford Hood!

My Journey as an Aspiring

Culturally Responsive Evaluator

Stafford Hood

Professor, Curriculum & Instruction University of Illinois
College of Education

Graduate student brown bag (i.e., bring your own lunch)
Friday, April 7, 2016 • Noon – 1:30 pm
UW Madison, Ed Sciences Building, Room 259, 1025 West Johnson Street

Sponsored by: 

Calling all Readers!

Nicole Bowman coauthored a chapter in the NEW BOOK Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice.  Visit BPC’s YouTube channel for previews of the publication and interviews with the authors.

Visit InfoAge Publishing to buy your copy now!

new book pic

“Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE) should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches.

The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign.

CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.

CONTENTS
Introduction: This Is Where We Continue to Stand, Stafford Hood, Rodney Hopson, and Henry Frierson. SECTION I: CRE THEORETICAL AND HISTORICAL LEGACIES AND EXTENSIONS. Culturally Responsive Theory-Driven Evaluation, Katrina L. Bledsoe and Stewart I. Donaldson. A Systems Approach to Culturally Responsive Evaluation Practice: Culturally Responsive Uses of the Systems Evaluation Protocol (SEP), Wanda D. Casillas and William M. Trochim. Cultural Views of Validity: A Conversation, Joan LaFrance, Karen E. Kirkhart, and Richard Nichols. An Analysis of Love My Children: Rose Butler Browne’s Contributions to Culturally Responsive Evaluation, Pamela Frazier-Anderson and Tamara Bertrand Jones. SECTION II: EVALUATORS’ JOURNEYS OF INTROSPECTION AND SELF-EXPLORATION. Culture and Evaluation: From a Transcultural Belvedere, Jennifer C. Greene. Culturally Responsive Evaluation as a Resource for Helpful-Help, Hazel Symonette. Peeling Open the Kiwi: Reterritorializing (Pākehā/White) Evaluation in Aotearoa New Zealand, Rae Torrie, Mathea Roorda, Robin Peace, Mark Dalgety, and Robyn Bailey. Beginning a Conversation About Spirituality in Māori and Pasifika Evaluation, Vivienne Kennedy, Fiona Cram, Kirimatao Paipa, Kataraina Pipi, Maria Baker, Laurie Porima, Pale Sauni and Clark Tuagalu. Cultural Reactivity vs. Cultural Responsiveness: Addressing Macro Issues Starting With Micro Changes in Evaluation, Dominica McBride. SECTION III: APPLICATIONS OF CRE IN GLOBAL AND INDIGENOUS SCHOOL CONTEXTS. Culture Changes, Irish Evaluation and Assessment Traditions Stay the Same? Exploring Peer- and Self-Assessment as a Means of Empowering Ethnic Minority Students, Joe O’Hara, Gerry McNamara, Kathy Harrison. Implementing Culturally Sensitive Assessment Tools for the Inclusion Of Roma Children in Mainstream Schools,S. Mitakidou, E. Tressou, and P. Karagianni. Evaluating Alch’i’ni Ba/For the Children: The Troubled Cultural Work of an Indigenous Teacher Education Project, Carolyne J. White and Guy Senese. SECTION IV: CLAIMING NEW TERRITORIES OF CRE: CULTURALLY SPECIFIC METHODS, APPROACHES, AND ECOLOGIES. A Transformative Framework for Culturally Responsive Evaluation, Donna M. Mertens and Heather Zimmerman. Being Culturally Responsive Through Kaupapa Māori Evaluation, Fiona Cram, Vivienne Kennedy, Kirimatao Paipa, Kataraina Pipi, and Nan Wehipeihana. Culturally Responsive Methods for Family Centered Evaluation, Kirimatao Paipa, Fiona Cram, Vivienne Kennedy, and Kataraina Pipi. Culturally Responsive Indigenous Evaluation: A Practical Approach for Evaluating Indigenous Projects in Tribal Reservation Contexts, Nicole R. Bowman, Carolee Dodge Francis, and Monique Tyndall. Partnering with Pacific Communities to Ground Evaluation in Local Culture and Context: Promises and Challenges, Joan LaFrance, Sharon Nelson-Barber, Elizabeth D. Rechebei, and Janet Gordon.Epilogue: Toward the Next Generation and New Possibilities of Culturally Responsive Evaluation, Stafford Hood, Rodney Hopson, and Henry Frierson.”

http://www.infoagepub.com/products/Continuing-the-Journey-to-Reposition-Culture-and-Cultural-Context-in-Evaluation-Theory-and-Practice

Check out This Resource for Native Youth Research!

 

 Tips for Researchers: Strengthening Research that Benefits Native Youth

The National Congress of American Indians (NCAI) Policy Research Center invited several distinguished scholars to share their best practices to identify key aspects of ethics and process in research developed with and for Native youth.

The report is designed to guide efforts to include American Indian and Alaska Native (AI/AN) youth in research, so that the research generates the maximum benefit for AI/AN youth and their communities, and importantly, does no harm. It offers some broad insights in five key areas, or “Tips”, in the hopes that this can be tool for communities of researchers, youth, and youth advocates to come together around and use to develop context-specific discussions and partnered research goals. The five key areas with lead author annotations include the following:

  1. Centering Youth Voices (Greg Tafoya)
  2. Engaging Tribal Communities (Catherine Burnette)
  3. The Power of Place-Based, Small-Scale Inquiry (Tarajean Yazzie-Mintz)
  4. Expanding Tribal Youth Research in Urban and National Settings (Michelle Sarche)
  5. Ethical Considerations (Deana Around Him)

View the Report here (PDF)

NCAI Policy Research Center. (2016). Tips for Researchers: Native Youth Research. Author: Washington, DC.