Across the Colonial Divide: Conversations about Evaluation in Indigenous Contexts

Autor/in	Cavino, Hayley Marama
Titel	Across the Colonial Divide: Conversations about Evaluation in Indigenous Contexts
Quelle	In: American Journal of Evaluation, 34 (2013) 3, S.339-355 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/1098214013489338
Schlagwörter	Foreign Countries; Indigenous Populations; Ethnic Groups; Pacific Islanders; Evaluation; Participation; Evaluators; Role; Interpersonal Competence; Cultural Awareness; Praxis; Self Determination; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Evaluierung; Teilnahme; Rollen; Interpersonale Kompetenz; Cultural identity; Kulturelle Identität; Selbstbestimmung; Neuseeland
Abstract	This essay engages questions of evaluator role and indigenous peoples participation in evaluation within colonial and decolonization contexts. Specifically, I critique the Western emphasis on cultural competence and contrast the utility of "mainstream" evaluation approaches alongside three indigenous inquiry models (Te Kotahitanga, Whakawhanaungatanga, and He Taniko) as utilized by/with indigenous Maori in Aotearoa/New Zealand. Using practical examples of evaluation projects conducted with and by Maori, the article highlights the very different "evaluation conversations" happening amongst "mainstream" practitioners--where the focus is on difference, competency, and issues of access--relative to those occurring amongst indigenous evaluators and communities--where evaluation praxis is framed within broader struggles for sovereignty and self-determination. By placing these paradigms in conversation with each other, I highlight the ways in which evaluation approaches that engage indigenous people and places are always representative of particular standpoints. This is because evaluation is unavoidably and simultaneous in dialog with the prevailing contexts of colonization and decolonization vis-a-vis the location and moment in which it occurs. The essay foregrounds the ways in which "mainstream" evaluation's preoccupation with issues of cultural competency fails to fully address the needs and aspirations of indigenous peoples. In contrast, the realization of Maori capacity to meet our evaluation needs as "Maori," and as represented in the ongoing development and use of our own approaches and models, not only facilitates a more culturally meaningful evaluation process but also concurrently constitutes an expression of our sovereignty and agency. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10