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AbstractThis chapter, influenced by Ernest House's conceptions of justice from his Evaluating with Validity seminal book, offers two justice signposts in contemporary evaluation theory, practice, and policy. The justice turn in evaluation privileges issues of power, fairness, justice, and rights beyond practical and technical considerations. Cases and examples draw upon Housian notions of justice in advancing and making obvious how evaluation may contribute to more just practices, systems, and structures in our larger society.

AbstractThe subtitle of this special issue, "We Know Your Name," is as much an homage to Stafford Hood as it is to the Nobody Knows My Name oral and archival historical project he begat (2001), laying the foundation for a set of written projects that highlight the contributions of evaluation groundbreakers before the Brown v. Board of Education 1954 Supreme Court decision. The purpose of this article is twofold: (a) to historicize and contextualize the contributions of Hood and culturally responsive evaluation (CRE), and (b) to engage in dialogue about the future of CRE, including its application among those advancing critical consciousness in and around academia, government agencies, research and evaluation firms, nonprofit/nongovernmental organizations, and philanthropy. We fulfill this purpose by identifying, naming, and explaining three shifts within evaluation discourse that we attribute to Hood's scholarship and activism within the field, with mixed results for the liberation of minoritized and otherized groups. CRE seems everywhere at the moment. Amidst its mainstreaming, diluting, and whitewashing, we see an opening for critique and resistance. Failure to critique diminishes both Hood's legacy and the critical and liberatory roots underlying CRE. This article honors the past while catalyzing the continual interrogation and resistance against the hegemony waged within and through evaluation.

AbstractThis chapter examines implications from the application of a transformative lens and the concepts of cultural competency to increase our understanding of how evaluation can contribute to the goal of improving STEM outcomes for underrepresented groups.

Volume 13 relaunches the book series after a 9-year hiatus and addresses new directions in the field of educational ethnography. The authors in the book share methodological similarities, but their applications, contexts, treatments, and contributions to the field as evidenced here are unique and vary considerably. The diversity of views and perspectives of ethnographic theory and method in educational settings are on full display, from the street to urban and suburban classrooms and to college settings, where gender, race, class, and power dynamics impact learners, teachers, parents, and communities. Taken together, the chapters reinvigorate and redirect a new set of possibilities and opportunities in ethnographic research, while highlighting shifts, problems and new directions for the field.

AbstractA sociolinguistic analysis of program beneficiaries talk in a community‐based disease prevention and intervention program is described, including discussion of implications for examining and understanding language in evaluation.

Three themes underpin the tripartite structure of "Power, Voice, and the Public Good", including attention to the definitional and theoretical underpinnings of globalization; the ubiquitous nature and topical display of globalization; and, the possibilities of understanding, redefining and rethinking aspects of globalization with the backdrop of issues that relate to education, and the pursuit of public good. A plethora of examples how education and schooling respond to and are driven by larger global networks, demands, and discourses are explored. Each chapter of the book consistently addresses ways of looking at the hope and promise of education and schooling in spite of the advent, realities, and complexities of their globalized societies.