Ableism

, 10

Academia

, 16–17, 25–26, 114, 126

Academic disciplines

, 16–17, 100–101

Access (to settings, participants)

, 45

Accountability

, 41, 146

Accuracy

, 135, 137, 152

Achievement

, 8, 138

Action

, 3–4, 13–14, 146

action research

, 24–25, 87

Agar, Michael

, 27, 158, 160–161

Agency

, 134–136

Alalay

, 25–26, 113, 121–122, 132, 166

Alignment

, 23, 44–45, 164–165

Alkin, Marvin

, 109

American Evaluation Association (AEA)

, 64, 137

Analysis

, 4–5, 144, 146

analytic/reflective memos

, 145

Anderson-Levitt, Kathryn

, 13–16, 67–68, 79–80

Anthropology

, 3, 16–17, 163

educational anthropology

, 22

Antiblackness

, 93–94

Antiracism

, 3

antiracist learning community

, 88

antiracist pedagogy

, 165

antiracist praxis

, 86

antiracist professional development

, 24–25

Assessment

, 38, 148

Atkinson, Paul

, 66–67, 88–89, 140, 161

Authenticity

, 26–27, 135–136, 166–167

Autoethnography

, 18–19, 145

collaborative autoethnography

, 25–26, 113–114, 126

Avent, Cherie

, 8

Bartlett, Lesley

, 13–14, 16–17

Belonging

, 138–139

Bhattacharya, Kakali

, 23–24, 64–65, 78

Bias

, 9, 149

explicit bias

, 9

implicit bias

, 9

Bloomberg School of Public Health and Hygiene

, 158

Bob Covert

, 160

Boveda, Mildred

, 23–24, 64–65, 78

Bowman, Nicole

, 79

Boyce, Ayesha

, 69

Bracketing

, 49–50

Butler, Mary Odell

, 3, 22, 163–164

Carol Camp Yeakey

, 160

Case study/studies

, 16–17

Chang, Heewon

, 113–114

Chilisa, Bagele

, 79

Chouinard, Jill

, 4, 7–9, 14–15, 78–79

Christie, Christina

, 109

Coding

, 116

Coffey, Amanda

, 18–19

Collaboration

, 6–9, 114

collaborative approaches

, 146

collaborative autoethnography

, 25–26, 113–114

Collins, Patricia Hill

, 9–10, 20, 46–47

Colonial

, 16–17, 158–159

colonial mentality

, 106–107, 109–110

colonialism

, 64, 79–80, 147

Communication

, 21, 50, 92, 146

Comparative

comparative cultural understanding

, 13–14, 16

comparative insight

, 13–17

Comparative education

, 3–4, 13–16, 22

Competence

, 137

Complexity

, 8, 14–17, 86–87, 93, 136

Constructivism

, 5–6

Context

cultural context

, 12, 23, 38–39, 107, 109

educational context

, 64–65, 107, 114

organizational context

, 146

social context

, 11–12, 46, 136, 160–161

Contini-Morava, Ellen

, 160

Cousins, Brad

, 40–41, 150–151

Cram, Fiona

, 107, 109

Credibility

, 10–11, 135, 147

Crenshaw, Kimberlé

, 9–12, 147–148

Critical

, 3

critical ethnographic evaluation

, 93

critical ethnography

, 3–4, 24–25, 72, 101

critical theory(ies)

, 22

Criticality

, 23–24, 72–73, 165–166

Culturally responsive

culturally responsive and equitable evaluation (CREE)

, 134

culturally responsive evaluation (CRE)

, 12–13, 64–65, 107

Culture

cultural competence

, 137–138

cultural context

, 12, 23, 38–39, 107, 109

cultural humility

, 15, 24, 51

cultural interpretation

, 3, 5, 162–163

cultural sensitivity

, 69

Curry School of Education

, 158, 160

Data analysis

, 92–93

Data collection

, 4, 114, 116, 146

David, E. J. R.

, 106–107

Decision making

, 4, 7–8, 23, 73, 146–147

Decolonial

, 17–18, 116

decolonial theory

, 17–18

decolonization

, 106–107, 123–124

decolonizing epistemology(ies)

, 25–26

Deductive theoretical approaches

, 144–145

Deficit perspective/lens

, 72

Delamont, Sara

, 68–69, 161

Democracy

, 2–3

Design

evaluation

, 7

methodological

, 77

Dialogue

, 3, 23–24, 143

Disability

, 10

Discrimination

, 9–10

Diversity

, 2, 19

diversity, equity, and inclusion (DEI)

, 41–42, 75–76, 88

Drug

, 158, 161

drug prevention

, 27

drug use

, 158

Education

, 3

education setting/context

, 102

educational policy

, 2–3

Engagement

, 46, 167

Enriquez, Virgilio

, 108, 110, 112–113, 119

Epistemology

, 7

epistemic injustice

, 126

Equity

, 2–3, 19–20, 88–89

Equity-Centered Transformative Research Framework

, 38, 41–42

Ethics

ethical considerations in evaluation

, 139

ethical decision making

, 6–7

ethical issues/dilemmas

, 146

Ethnicity

, 43, 55–56

Ethnocentrism

, 18, 73–74

Ethnography

critical ethnographic evaluation

, 93

critical ethnography

, 3–4, 24–25, 72, 101

ethnographic evaluation

, 2–3, 5–6

Evaluation

culturally responsive and equitable evaluation (CREE)

, 134

culturally responsive evaluation (CRE)

, 12–13, 64–65, 107

evaluation communities

, 13

evaluation methods

, 139

evaluation questions

, 6–7, 136

evaluation reports/reporting

, 146

evaluation stakeholders

, 145

evaluation standards

, 147–148

participatory evaluation

, 40–41

Evaluator (s)

evaluator factors

, 147

evaluator privilege

, 147

evaluator role

, 150–151

evaluators of color

, 38, 52

Experiential knowledge

, 64–65

Feasibility

, 6–7, 50–51

Feedback

, 24–25, 98–99

Feminism

feminist theory/framework

, 20

feminist/womanist evaluation

, 9–10

Fetterman, David

, 3, 22, 32, 35, 38–40, 43, 143, 163

Field notes

, 50, 87, 142–143

Fields (of study)

, 3, 27, 159

Fieldwork

, 2–3, 21, 143, 160–161

Filipino talk story

, 25–26, 106–107

Focus group

, 139

Foucault, Michel

, 42–43

Freire, Paulo

, 20, 89

Frierson, Henry

, 69–71, 137–138

Gatekeepers

, 8, 151

Global

, 11–12

global north

, 11–12

global south

, 11–12

Greene, Jennifer

, 8, 163–164

Guba, Egon

, 5–6, 23, 39–40, 163

Hall, Jori

, 7

Hall, Melvin

, 12

Hammersley, Martin

, 38–40, 88–89

Harding, Sandra

, 20, 47, 49, 51

Harklau, Linda

, 22, 39, 45–46

Higher education

, 86–87, 102

History

, 5–6, 38–39

HIV/AIDS

, 27, 158–159, 162

Holistic/holism

, 3, 139

Hood, Stafford

, 2–3, 6–9, 69, 80, 109

Hopson, Rodney

, 4–6, 39, 108

Humanizing approaches

, 93–94

Hymes, Dell

, 27, 64, 159–160, 162

Identity

, 5–6, 137

Immersion

, 3, 45, 165

Implementation

, 7, 75–76, 149–150

Indigenous

indigenous communities

, 125–126

indigenous ways of knowing

, 106–107

Inductive theoretical approaches

, 144–145

Inequity

dehumanization

, 18

inequitable structures

, 89

marginalization

, 79–80

subordination

, 9–10

Injustice

, 11–12, 94

Insider

, 15, 78, 164–165

Instruction

, 72–73

Interpretation

, 18–19

cultural interpretation

, 3, 21

Interpretivism

, 66–67

Intersectionality

, 9–10

intersectional inquiry

, 10

intersectional theory

, 4–5

Interviews

, 45, 87, 151

Justice

, 2, 13, 148

Kapwa (critical kapwa)

, 25–26, 110–111, 123–124, 165–166

Kincheloe, Joe

, 64–65

Kirkhart, Karen

, 9, 12, 108–109

Knowledge

, 3–4, 14–15

knowledge construction

, 15

knowledge deconstruction

, 7

Kremer, Jurgen

, 125–126

Kuwentuhan

, 25–26, 111, 113

Ladson-Billings, Gloria

, 102

LaFrance, Joan

, 12–13

Language

, 15, 109, 141

Lather, Patti

, 68, 89

Levinson, Bradley

, 13, 16

Lincoln, Yvonna

, 5–6, 23, 39–40, 92, 163

Listening

, 20, 97

Local

, 8–9, 134–135, 167

Lynch, Frank

, 112–113, 119, 131

Marginalization

, 17–18

marginalized groups

, 44–45

Meaning making

, 14–17, 68, 162–163

Menon, Nivedita

, 11–12

Mertens, Donna

, 7, 107

Methodology

, 4, 38, 143

Methods

, 4

methods pluralism

, 18–19

Mixed methods evaluation

, 65–66

Monitoring and evaluation

, 22

Multicultural

, 8–9, 15, 72–73

Nader, Laura

, 6, 66, 72–73

Needs and asset assessments

, 25–26

Objectivity

, 47, 49, 79–80

Observation

, 55, 141

observational data

, 142–143

Onto-epistemology

, 23–24, 65–67, 80

Ontology

, 64–65

Outcomes (program/evaluation)

, 12–13, 137

Outsider

, 15, 44–45, 150–151

Pakikipagkapwa

, 25–26, 113, 120–121, 124–125, 166

Paradigms

, 38–39, 136

Participant observation

, 2–3, 139, 142–143

Participation

, 6

participatory approaches

, 143–144

Place

, 15–16, 46–47, 145

Policy

, 4, 162

Politicality

, 23–24, 71–73, 76, 165

Positionality

, 2, 22, 38, 43, 47, 147, 151

Positivism

, 54, 140

Postmodern

, 4–5

Power

, 42–56

Privilege

, 4, 13, 42–43, 73, 149

Professional development

, 24–25, 86, 137

Program

, 39

Protest

, 75

Public health

, 158, 162

Qualitative methods

, 88–89, 140, 143

Quantitative

, 18–19, 140

Queer theory/framework

, 7

Race

, 10

racial equity

, 53

racism

, 24–25, 52–53

Rapport

, 45, 143

Reciprocity

, 16–17, 117, 119, 121, 124

Recommendations

, 152

Reflection

, 71, 79, 146–147

reflection journal

, 90–92

Reflexivity

, 18–19, 47, 49, 144, 148–149

Relationships

, 2–3, 134, 151

Representation

, 5–6, 143

Respect

, 122, 138

Responsibility

, 25–26, 122

Responsiveness

, 23

Sankofa

, 27, 158, 164

Semi-structured interviews

, 38–39

Sense-making

, 69

Sexism/patriarchy

, 10

Sikolohiyang Pilipino

, 25–26, 110, 116

Social change

, 6–7, 152, 163

Social context

, 11–12, 24–25, 46, 161

Social identities

, 9–10, 42–43, 47, 86

Social inequalities

, 10–11

Social justice

, 7, 54

social justice framework

, 17–18

Stake, Robert

, 5, 70, 162–163

Stakeholders

, 26–27, 91–92, 147, 163–164

Subjectivity

, 66

Survey

, 25–26, 116

Symonette, Hazel

, 8–9, 19–20

System

, 2

systems analysis

, 16–19

Temporality

, 23, 45–46, 165

Testimony

, 53–54

The Wire

, 135

Thick description

, 40, 139, 141

Thomas, Veronica

, 9, 137–138

Time

, 7–8, 55

Transformative

, 6–9

Transparency

, 2, 23–24, 76, 79, 167

Triangulation

, 38–39, 80

Trust

, 8–9, 151

Validity

, 7, 139

Values engagement

, 7–9

Vavrus, Frances

, 13–14, 16–17

Venkateswaran, Nitya

, 41–42, 49–50

Villenas, Sofia

, 64, 69, 73–74, 76

Vo, Ann

, 109

Voice

, 7, 38, 144

Vulnerability

, 150

White supremacy

, 18, 54

Worldviews

, 51, 147