This paper suggests that distributed leadership is a vital first step in making schools flexible enough to respond to new pressures. However, it is then argued that distributed leadership per se does ...not necessarily imply a commitment to a particular stance on issues of social justice, such as equality, but rather that this can only flow from leaders becoming culturally responsive to the diverse traditions and needs of the changing populations of their schools. We define this combination as ‘distributed culturally responsive leadership’. The second part of the paper attempts to illustrate this argument by closely examining the philosophy and actions of a particular principal who is regarded as an exemplar of good practice. The methodology used in the school case study is described and, finally, we provide a presentation and analysis of the data followed by a discussion of the research findings.
This article, based on the remarks delivered by the author at the Eleanor Chelimsky forum at the Eastern Evaluation Research Society annual conference in 2016, discusses Ambrose Caliver, an evaluator ...of color who worked for the federal government during segregation. Caliver’s history is an important contribution to the evaluation tree. This article discusses Caliver’s contribution to our field and the importance of recognizing people of color within the history of evaluation.
Stafford Hood acknowledges that he evaluates informally and formally based on his particular culture, personal background, family experiences, and responsibility he feels to serve others from ...throughout his life who put him in a position to do so. See the interview document here: http://onlinelibrary.wiley.com/wol1/doi/10.1002/ev.20311/suppinfo. Read only. This should not be used in any form without explicit permission from the author.
As a critical friend of the Graduate Education Diversity Internship (GEDI) program, I provide three personal reference points to organize observations and reflections during my role as mentor and ...instructor for the program. As a scholar concerned with promoting Culturally Responsive Evaluation (CRE), I reflect on the founding and development of the program alongside some of the key ideas that shaped CRE with the hopeful assumptions that the GEDI alumni will carry the CRE torch that lights the path for those who will follow in this common struggle.
Asa Hilliard has left his mark, and his name belongs in the pantheon of esteemed African American scholars, educational researchers, teachers, and activists. Although his work has served as a clarion ...call for an Afrocentric orientation in psychology and education to address the needs of African American students, his contributions to the field's thinking about educational evaluation date back 30 years and have seldom if ever been noted. For nearly three quarters of a century, issues of fairness and equity have guided and driven the work of African American scholars in educational evaluation. These issues remain uppermost in their minds today as they investigate society 's woefully inadequate schools for children from racial minority and/or poor backgrounds. It is within this space that this discourse links the legacy of African American educational researchers and evaluators during the preBrown era to Hilliard' s later contributions to the field's thinking about educational evaluation.
Taking a historical view of selected program evaluation approaches, this chapter articulates a personal lens and journey of understanding how culturally responsive evaluation is geared toward ...effectiveness, benefits, and outcomes of programs designed to serve the less powerful.
The essential place of race and culture in the meanings of responsive evaluation are argued through (1) a historical accounting of the significant but inexplicably unknown contributions of early ...African American evaluators and (2) the unassailable warrant for contemporary responsiveness to our “long silenced cultures of color.”
The realities of democracy in the United States have been experientially different for its oppressed groups. How might that affect the practice of democratic evaluation?
This article provides a rationale for advocating the development of culturally responsive performance-based assessments as a means of achieving equity for students of color. It first addresses the ...arguments for and against these types of assessments, noting important psychometric concerns. It then discusses their potential for effectuating culturally responsive instructional approaches. Last, it recommends that existing test development procedures be modified to emphasize the meaningful participation of individuals who are not only experts in the content area being assessed but have deep understandings of the cultural contexts of students of color based on substantial teaching experience in those contexts.
A historical accounting of the work of early African American educational evaluators demonstrates the critical place of race & culture in both historical & contemporary visions of responsive ...evaluation. 39 References. Adapted from the source document.
