Issue Information
(Source: New Directions for Evaluation)
Source: New Directions for Evaluation - March 18, 2024 Category: Universities & Medical Training Tags: ISSUE INFORMATION Source Type: research
A legacy in three discourse shifts: Stafford Hood, culturally responsive evaluation, and the continual interrogation of and resistance against European/Euro ‐settler colonial/capitalist hegemony in, through, and around evaluation
This article honors the past while catalyzing the continual interrogation and resistance against the hegemony waged within and through evaluation. (Source: New Directions for Evaluation)
Source: New Directions for Evaluation - March 5, 2024 Category: Universities & Medical Training Authors: Vidhya Shanker,
Rodney K. Hopson Tags: ORIGINAL ARTICLE Source Type: research
Culturally responsive evaluation and emergence: Shifting power through data that is humanizing, liberatory, and healing
AbstractIn 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...
Source: New Directions for Evaluation - February 14, 2024 Category: Universities & Medical Training Authors: Dominica McBride,
Gabriela Garcia,
Scott Christian Tags: ORIGINAL ARTICLE Source Type: research
Rooted in perpetuity: Weaving grandfather teachings as an ongoing journey for CRE, IE, and evaluators
AbstractThrough 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 Grandfat...
Source: New Directions for Evaluation - February 13, 2024 Category: Universities & Medical Training Authors: Carolee Dodge Francis,
Nicole Bowman Tags: ORIGINAL ARTICLE Source Type: research
Forward
(Source: New Directions for Evaluation)
Source: New Directions for Evaluation - February 13, 2024 Category: Universities & Medical Training Authors: Denice Ward Hood Tags: EDITORIAL Source Type: research
Epilogue: The view from here
AbstractThis 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....
Source: New Directions for Evaluation - February 12, 2024 Category: Universities & Medical Training Authors: Melvin E. Hall Tags: ORIGINAL ARTICLE Source Type: research
Latine evaluators and evaluation: Advancing representation and collective agency
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, considerLatCrit the...
Source: New Directions for Evaluation - February 12, 2024 Category: Universities & Medical Training Authors: Leah C. Neubauer,
Lisa Aponte ‐Soto,
Andrea Guerrero Tags: ORIGINAL ARTICLE Source Type: research
Culturally responsive evaluation teaching and learning in higher education: A higher calling
AbstractCulturally 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 techno...
Source: New Directions for Evaluation - February 12, 2024 Category: Universities & Medical Training Authors: Jori N. Hall,
Cherie M. Avent,
Ayesha S. Boyce,
Kwame O. Acheampong Tags: ORIGINAL ARTICLE Source Type: research
‘‘The past is rich in glory and knowledge’’—The intersection of indigenous evaluation and culturally responsive evaluation
AbstractIn 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 discon...
Source: New Directions for Evaluation - February 12, 2024 Category: Universities & Medical Training Authors: Fiona Cram,
Joan LaFrance,
Katherine A. Tibbetts Tags: ORIGINAL ARTICLE Source Type: research
Calling it like we see it!: Our reflections, positionality, and vision for CRE's future
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 S...
Source: New Directions for Evaluation - February 12, 2024 Category: Universities & Medical Training Authors: Veronica G. Thomas Ph.D.,
Katrina L. Bledsoe Ph.D. Tags: ORIGINAL ARTICLE Source Type: research
Scaffolding future Latinx evaluators toward racial justice: Lessons learned from Stafford
AbstractContinuing 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...
Source: New Directions for Evaluation - February 12, 2024 Category: Universities & Medical Training Authors: Rick Sperling,
Vanessa Quetzeri,
Azucena Cuevas,
Melanie Martinez Tags: ORIGINAL ARTICLE Source Type: research
Tracing the relationship(s) of CRE and LGBTQ+ Evaluation
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. (Source: New Directions for Evaluation)
Source: New Directions for Evaluation - February 12, 2024 Category: Universities & Medical Training Authors: Dylan Felt,
Gregory Phillips II,
Robin L. Miller Tags: ORIGINAL ARTICLE Source Type: research
Reconceptualizing evaluation and assessment from a culturally responsive standpoint – An Irish perspective
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 criti...
Source: New Directions for Evaluation - February 10, 2024 Category: Universities & Medical Training Authors: Joe O'Hara,
Gerry McNamara,
Martin Brown,
Shivaun O'Brien,
Denise Burns,
Sarah Gardezi Tags: ORIGINAL ARTICLE Source Type: research
What have I done for the cause today? Evaluators, evaluation, and CREA
This article considers the volume's intentions, process, and gaps while inviting attention to the impact and influence of CREA and Dr. Hood on evaluators and evaluation. Three of the co-editors author this conclusion by revisiting the key questions and drawing connections between the positions and statements advocated by the contributing authors. The final editor offers final thoughts in the epilogue. CRE is a community, grassroots, and international movement; readers are invited to consider how integrity, courage, and action exist in their everyday evaluation practice. (Source: New Directions for Evaluation)
Source: New Directions for Evaluation - February 9, 2024 Category: Universities & Medical Training Authors: Leah C. Neubauer,
Ayesha S. Boyce,
Nicole R. Bowman (Lunaape/Mohican) Tags: ORIGINAL ARTICLE Source Type: research
Editors ’ notes
(Source: New Directions for Evaluation)
Source: New Directions for Evaluation - February 9, 2024 Category: Universities & Medical Training Authors: Ayesha S. Boyce,
Leah C. Neubauer,
Nicole R. Bowman (Lunaape/Mohican),
Melvin E. Hall Tags: EDITORIAL Source Type: research
