Funding Opportunities – Native Arts and Cultures Foundation

Be the first to hear about the next call for submissions by signing up for our e-news, following us on social media, or checking back nearer to the season.

At times of open calls, the Native Arts and Cultures Foundation accepts electronic grant applications. More information is provided on how to apply when calls for submissions are announced.

Learn More!

Culturally Sustaining and Revitalizing Pedagogies: Language, Culture, and Power

An important read for federal, state, higher ed, and K-12 public education agencies working with Indigenous populations. Change your normal theories, methods, and published sources and you REALLY learn new ways to be transformative.  We can’t afford another near century of the same outcomes (Merrill Report, 1923 to present).  So why not try something different?

*Learn more here:

Native vs Non-Native graduation rates…Culture in the classroom for school success?




One school on the White Earth Reservation in Minnesota puts a focus on culturally based education and it might be getting results. From sugar bushing to round dance competitions, cultural practices are part of the educational process. Overall, only 56 percent of American Indian students graduated on time in Minnesota in 2015, according to the Minnesota Department of Education. The average is 84 percent. In this continuation of our collaboration with the American Graduate initiative, we’ll talk with educators from the White Earth Reservation about their approach and what they’re seeing. Click here to listen live.

1:00 – 2:00 pm EDT

Gift Idea! Pick up this Evaluation Book with a Chapter by Dr. Bowman!

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.

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.”

Call for Papers: Midwest Popular Culture Association/American Culture Association Conference Due April 30th!

Call for Papers

Papers may address any aspect of Aboriginal, First Nations, Maori, Sami, and other Indigenous popular cultures. In addition, the area highly encourages comparative papers between Indigenous and, say, Asian, Latin American, Pacific Islander, or African popular cultures.

For more information and paper submission click here:

Add This to your Reading List!

new book picDr. 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!

Take A Look At The New Online 2015 Inaugural Issue of the Aotearoa New Zealand Evaluation Association (ANZEA) Evaluation Journal.


Inside the issue:

  • Unpacking the evaluator’s toolbox: Observations on evaluation, privilege, equity and justice
  • Cultural fit: An important criterion for effective interventions and evaluation work
  • Finding our way: Cultural competence and Pākehā evaluators
  • Wairua and cultural values in evaluation
  • Kaupapa Māori action research in a Whānau Ora collective: An exemplar of Māori evaluative practice and the findings
  • Evaluative reasoning in public-sector evaluation in Aotearoa New Zealand: How are we doing?

The 2015 inaugural issue is available on the NZCER website.


Bowman’s Book Available!

Fiona Cram (editor), Nicole Bowman (co-author), Carolee Francis (coauthor)

Fiona Cram (editor), Nicole Bowman (coauthor), Carolee Francis (coauthor)

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

book form 1

book form 2

Filmmakers Tribeca Grants

Filmmakers From Underrepresented Communities Invited to Apply for Tribeca All Access

POSTED: September 5, 2014
DEADLINE: November 5, 2014

A program of the Tribeca Film Institute, Tribeca All Access supports working filmmakers in the United States and Puerto Rico from communities that are statistically underrepresented in the film industry with grants, year-round resources, and greater access to industry contacts.

The program seeks feature-length narrative and documentary submissions from established and emerging filmmakers whose team includes a U.S.-based director or screenwriter from a community that is statistically underrepresented in the film industry. Projects may be in any stage of development, from treatment/screenplay to post-production. Projects of any genre and/or budget range are eligible for a grant.

Five narrative filmmakers and five documentary filmmakers will each receive a grant of $15,000 to use toward the development, production, post-production, or marketing of their film project. In addition, grantees will participate in networking events at the film festival and will receive year-round customized support from TFI in order to advance their projects through completion.

Visit the TFI website for complete program information, an FAQ, and application instructions.

NEW Online Social Studies Lesson Resource

1) In the classroom we encourage our students to understand themselves and others through the exploration of culture, identity and tradition. Join Wisconsin  Media Lab, as we launch another story in The Ways, a series that shines the spotlight on Native identity in the Great Lakes region.

2) Engaging for grades 6-12, the video Spearfishing – A Living History examines the Ojibwe practice through the eyes of Jason Bisonette as he teaches his son to provide for his family. Watch as community members navigate the complex and rich history of this tradition and examine historical opposition. Access teaching guides for your lesson plans and encourage students to interact with the online Native lands map activity. This robust educational resource fulfills the requirements of Wisconsin Act 31 and is iPad compatible!

3) Reinforce the importance of understanding history and culture with any of Wisconsin Media Lab’s 23 online social studies resources, free of cost!