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What are Indigenous research methodologies, and how do they unfold? Indigenous methodologies flow from tribal knowledge, and while they are allied with several western qualitative approaches, they remain distinct. These are the focal considerations of Margaret Kovach's study,which offers guidance to those conducting research in the academy using Indigenous methodologies. Kovach includes topics such as Indigenous epistemologies, decolonizing theory, story as method, situating self and culture, Indigenous methods, protocol, meaning-making, and ethics. In exploring these elements, the book interweaves perspectives from six Indigenous researchers who share their stories, and also includes excerpts from the author's own journey into Indigenous methodologies. Indigenous Methodologies is an innovative and important contribution to the emergent discourse on Indigenous research approaches and will be of use to graduate students, professors, and community-based researchers of all backgrounds - both within the academy and beyond.
This book addresses the question of how to ground research practice in area-specific, yet globally entangled contexts such as 'Global Southeast Asia'. It offers a fruitful debate between various approaches to Southeast Asia Studies, while taking into consideration the area-specific contexts of research practice cross-cutting methodological issues.
In The Colonial Problem, Lisa Monchalin challenges the myth of the "Indian problem" and encourages readers to view the crimes and injustices affecting Indigenous peoples from a more culturally aware position.
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 homogeneitybased 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 causeeffect 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 decisionmaking. 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 UrbanaChampaign. 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.
Context is a force in evaluation. It shapes our practice, influencing how we approach and design our studies, how we carry them out, and how we report our findings. Context also moderates and mediates the outcomes of the programs and policies we evaluate. This issue focuses squarely on the role that context plays in practice and illuminates its effect on the implementation and outcomes of programs. Exploring the ways in which attending to context may improve the quality of evaluation practice, the contributions span theory, methods, and practice in an effort to move to a more comprehensive conceptualization of context that can guide our work. It: Provides an historical and theoretical view of evaluators’ treatment of context Illustrates how context has influenced evaluation practice Presents a five-area framework for guiding a contextual analysis of evaluations Introduces “context assessment,” which provides a means of integrating context and its implications within the important stages of evaluation. This is the 135th volume of the Jossey-Bass quarterly report series New Directions for Evaluation, an official publication of the American Evaluation Association.
Neoliberalismus ist eine Doktrin. Sie besagt, dass der Markt an sich eine Ethik darstellt und in der Lage ist, alles menschliche Tun und Trachten in die richtigen Bahnen zu lenken. Seit rund dreißig Jahren ist der Neoliberalismus aber auch politische Praxis, und viel ist darüber schon publiziert worden. Doch David Harvey legt mit diesem Buch das "lebendigste, lesenswerteste, verständlichste und kritischste Handbuch über den Neoliberalismus vor, das es derzeit gibt". (Leo Panitch, Professor für vergleichende politische Ökonomie an der York-Universität in Toronto) Harvey rekapituliert die Geschichte des Neoliberalismus, wobei nicht nur die allgemein bekannten "Pioniere" Thatcher und Reagan zu Ehren kommen, sondern auch das neoliberale "Modellland" Chile (unter Diktator Pinochet) oder das China des Deng Xiaoping. Er beschreibt den rasanten globalen Siegeszug der neoliberalen politischen Praxis in den 90er-Jahren und analysiert deren verheerende Auswirkungen in den meisten Ländern des Globus. Er zeigt aber auch anhand zahlreicher Beispiele, wie mit Zahlenmaterial gemogelt wird, um den "Erfolg" des Neoliberalismus zu beweisen. Nach diesem Buch wird das nicht mehr so einfach möglich sein.

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