Chelimsky Forum on Evaluation

Theory and Practice

Forum Discussant:

Nicole Bowman (Mohican/Munsee), PhD

Nicole Bowman-Farrell, PhD

• Community Member, Stockbridge-Munsee Tribe, Band of the Mohicans in Bowler WI

• PhD, University of WI (2015)• President/Founder, Bowman

Performance Consulting (2001)• Researcher & Evaluator, LEAD

Center, WI Center for Education Research, University of WI-Madison (2016)

• Global Appointee, American Evaluation Association, EvalPartners(2016) at http://www.mymande.org/evalpartners

Land Origins: Lenni-Lunaape

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• Lenni-Lunaape: original inhabitants until 1524

• Three sub-tribal communities of Lenni-Lunaape:– North (Munsee): people of the stony country

– Central (Unami): people down the river (EERS)

– South (Unilachigo): people near the oceans

• Direct descendants (7th Generation) of the original inhabitants are here (Nicky & Monique)

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5

Edward Bowman

1836-1890

Beaumont Bowman

1869-1929Morris Bowman

1920 -1974

Peter James

Bowman

1946-

Nicole Renee

Bowman

1971-

So What?

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• Connections of keynote & discussant to the Forum with Eleanor Chelimsky’s vision: – The Forum theory and practice would inform each

other and “in that learning process both would be inspired to stretch, to bend a little, to grow”...

– Thereby adding “breadth, depth, and realism to our work.”

• Forum concepts of respect, balance, change, and diverse meanings for success align with 7th generation & culturally responsive frameworks, theories, & methods

Original Intent of the Forum

1. Surface important issues raised by evaluation theorists and practitioners

2. Examine important issues by addressing problems in the fit between theory and practice

3. Offer Responses to important issues by resolving these persistent problems

Surfacing Important Issues

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• History– Tracing our roots as evaluators

– Understanding context: how our evaluation roots are situate within the larger context of evaluation

– Situating our practice as part of a legacy of evaluators and honoring contemporaries

• Privilege – “Speaking truth to power” –S.Hood, 2016

– Limited information in western literature re: contributions by evaluators of color

Examining Important Issues

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• Privilege– Whiteness as the norm and cast people of color as

the “other” thus allowing evaluators to hold racist views based on culture, not biology. Instead of CC, evaluators should focus on reflexivity that is associated with racism, colonialism, and other manifestations of power. (Pon, 2009)

– Privilege includes more than race and socio-economic status

• What theories and methods inform your evaluation (show of hands)?

Comparative Colonialisms

(Nobles, 1991)

COLONIALISM

MANIFESTED

BY

POLITICAL COLONIALISM SCIENTIFIC COLONIALISM

1. Removal of

wealth

Exportation of raw materials

and wealth from colonies for

the purpose of ‘processing’ it

into manufactured wealth

and/or goods.

Exporting raw data from a

community for the purpose of

‘processing’ it into manufactured

goods (i.e., books, articles,

wealth, etc.)

2. Right of

access and

claim

Colonial power believes it

has the right of access and

use for its own benefit

anything belonging to the

colonized people.

Scientist believes s/he has

unlimited right of access to any

data source and any information

belonging to the subject

population.

3. External

power base

The centre of power and

control over the colonized is

located outside the colony

itself.

The centre of knowledge and

information about a people or

community located outside of

the community or people

themselves.

Examining & Responding

to Important Issues

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• “Does my lived experience as an African American male equip me to be a responsive evaluator in the African American community?” –S.Hood, 2001

• Epistemic Privilege (Singh, 2016)

• Ethnographic Refusal (Zahara, 2016; Simpson, 2007; Tuck & Yang, 2014; Bowman, 2006; and Ortner, 1995)

• Indigenous, Decolonization, & Tribal Critical Theories (Bowman, Francis, & Tyndall, 2015; Tuck, 2013; Zavala, 2013; Bagle, 2012; Tuhiwai-Smith, 2012; Bowman, 2005; Brayboy, 2005; Kovach, 2010; Wilson & Yellowbird, Eds, 2005; Mihesuah, 1998; Mihesuah & Wilson, Eds., 2004; Pulitano, 2003; Deloria, Jr., 1969, 1995, & 1998)

A Blended Approach to Evaluation

(Bowman & Cram, 2015)

Western

Paradigm

Indigenous

ParadigmBlended Approach via CRIE

Strengths,

skills, and

capacities

Relation and

community

building

Building community through

sharing strengths, strengths

based approach

Challenges

and barriers

Using your

teachings

Using challenges as

opportunities for applying

teachings

Gaps and

needs

Humility and

balance

Addressing needs and gaps by

humbly asking for help and

restoring balance

Solutions and

strategies

Visioning and

pathfinding

Using experiential knowledge

to develop evidence-based

solutions for a future vision

Responding to Important Issues

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• Move from a stance of social accountability in evaluation (Alkin’s Tree, 2012) to social responsibility

• Deconstruct whiteness / western ways of evaluation so the “othering” isn’t singularly on people of color

• Engage in culturally competent thinking and questioning (Mertens & Wilson, 2012)

• Commit to one changed theory or method you’ll learn about and/or include in 2016

Responding to Important Issues

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• Include political/legal theories and methods as an additional component to the framing of evaluation (i.e. Tribal governments and people)

• As policy makers and leaders, evaluate your organizational practices, inclusive participation, procurement, recruitment, etc.

• Inclusion of HBCU’s, TCU’s, MSI, HSI’s, etc. in efforts and initiatives

• Commit to diversity in presentation and publication venues as well as systemic and organizational partnerships

Conclusion

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• There is both a cultural and technical response to our evaluation work– They are not separate, separation only further

bolsters marginalization instead of adding the much needed “breadth, depth, and realism” to the field of evaluation

– Culturally relevant evaluation provides opportunities “bend, stretch, and grow” your professional skill sets as a highly technical and responsive evaluator

– “Changed evaluation practice helps us to be a success” by addressing long-standing issues-including gaps between theory, method, and solving real world problems

Anushiik and Laapiuch

Kneewuul

Contact Information:

• Nicole Bowman-Farrell (Mohican/Munsee), PhD– President, BPC

•Email: nicky@bpcwi.com

•Website: http://www.bpcwi.com

•Phone: (715) 526-9240

www.bpcwi.com