MAE’s Read, Reflect, and Relate (or R3) Initiative
MAE invites you to Read, Reflect, and Relate (virtually) with your fellow colleagues as we embark on this amazing opportunity to learn from top scholars in the area of Indigenous-led evaluation and Decolonization work. This opportunity will consist of two author presentations (Feb and Mar), followed by a members-only session in April.
In January, participants are invited to dive into the literature, reading the following scholarly works:
White privilege and the decolonization work needed in evaluation to support Indigenous sovereignty and self-determination (McKegg, K. 2019)
Increasing cultural competence in support of Indigenous-led evaluation: A necessary step toward Indigenous-led evaluation (Wehipeihana, N. 2019).
Readers are then invited to attend a presentation from each of the authors—Kate McKegg (Feb 1) and Nan Wehipeihana (Mar 29).
This opportunity will be followed by a final session in April (Date TBD), hosted by MAE, where MAE members can participate in a safe and informal debrief of what was learned in the scholars’ presentations, and can share with each other ones’ thoughts or experiences working with, and in support of, Indigenous communities and decolonization efforts, and in particular, as an “outsider” or “bilagáana.”
At the end of these sessions, we hope participants will:
Understand the importance of being mindful in our use of language when speaking about Indigenous evaluation and Indigenous-led evaluation.
Understand what it means to personally unpack white privilege in evaluation spaces.
Connect with peers who work, or want to work, in support of, Indigenous communities and decolonization efforts.
These sessions will be a great start to kick-off MAE’s initiative to read, reflect, and relate with each other on these critical evaluation topics! See below for more information and register soon.
Date: February 1, 2022
Time: 3:00PM - 4:00PM EST (Wednesday, Feb 2, 9-10AM NZ)
Title: White Privilege and the Decolonization Work Needed in Evaluation to Support Indigenous Sovereignty and Self-Determination
Author: Kate McKegg, The Knowledge Institute
This paper builds on a keynote paper presented at the 2018 Canadian Evaluation Society annual conference by Kate McKegg, a Pākehā, non-Indigenous evaluator from Aotearoa, New Zealand. Kate reflects on the concept and implications for Indigenous people of white privilege in colonized Western nations. She discusses some of the ways in which white privilege and its consequences play out in the field of evaluation, perpetuating colonial sentiments and practices that maintain and reinforce inequities and injustice and potentially threaten the social justice aspirations of the field. Kate argues that those with white privilege have much work to do, unpacking and understanding their privilege if they are to have any chance of playing a role in deconstructing and dismantling the power structures that hold colonizing systems in place. She suggests that for evaluators to be effective allies for Indigenous sovereignty and self-determination, they must undertake ideological, cultural, emotional, and constitutional work. This work will be tough and scary and is not for the faint hearted. But it is vital to unlocking the potential transformation that can come from just and peaceful relationships that affirm and validate Indigenous peoples’ ways of knowing and being.
BiographyKate McKegg is an independent evaluation consultant with over 25 years’ evaluation experience. She is the director of The Knowledge Institute Ltda New Zealand based Evaluation Consultancy. The Knowledge Institute specializes in evaluation, evaluative thinking and practice, evaluation capacity building, research, policy and public sector management (www.knowledgeinstitute.co.nz). Kate is also co-founder of the Developmental Evaluation Institute (https://developmental-evaluation. org), and a member of the Kinnect Group (www.kinnect.co.nz) and the Tuakana Teina Collective. Kate is a founding member and past convenor of the Aotearoa New Zealand Evaluation Association (www.anzea.org.nz). She is co-editor of New Zealand’s only evaluation text, Evaluating Policy and Practice: A New Zealand Reader (2003), and co-editor (along with Michael Quinn Patton and Nan Wehipeihana) of the book Developmental Evaluation: Real World Applications, Adapted Tools, Questions Answered, Emergent Issues, Lessons Learned, and Essential Principles (Guilford Press, 2015).
ReferenceMcKegg, K. (2019). White privilege and the decolonization work needed in evaluation to support Indigenous sovereignty and self-determination. Canadian Journal of Evaluation, 34(2), 357-367. https://doi.org/10.3138/cjpe.67978
Date: March 29th, 2022
Time: 3:00PM-4:00PM (Wednesday, Mar 30 from 9-10AM NZ).
Title: Increasing Cultural Competence in Support of Indigenous-Led Evaluation: A Necessary Step toward Indigenous-Led Evaluation
Author: Nan Wehipeihana, Research Evaluation Consultancy Limited
This paper builds on a keynote paper presented at the 2018 Canadian Evaluation Society annual conference by Nan Wehipeihana, an Indigenous (Māori) evaluator from Aotearoa New Zealand. Nan defines Indigenous evaluation as evaluation that is led by Indigenous peoples; has clear benefits for Indigenous peoples; has Indigenous people comprising most of the evaluation team; is responsive to tribal and community contexts; and is guided and underpinned by Indigenous principles, practices, and knowledge. She argues for Indigenous led as a key criterion for Indigenous evaluation, with no assumed or automatic role for non-Indigenous peoples unless by invitation. She outlines a range of tactics to support the development of Indigenous evaluators and Indigenous evaluation and presents a model for non-Indigenous evaluators to assess their practice and explore how power is shared or not shared in evaluation with Indigenous peoples, as a necessary precursor to increasing control of evaluation by Indigenous peoples.
Nan Wehipeihana is an independent evaluation consultant, based in Wellington New Zealand. Nan has more than 20 years evaluation experience and specializes in evaluation and research with a focus on Māori (the Indigenous people of New Zealand). Nan established Research Evaluation Consultancy in 1997 and is a member of the Kinnect Group. Nan is a former board member of the Aotearoa New Zealand Evaluation Association (ANZEA) and a former appointed executive member of the Australasian Evaluation Society (AES). Nan’s iwi (tribal) affiliations are to Ngāti Porou and Te Whānau-ā-Apanui on the East Coast of New Zealand and Ngāti Tukorehe and Ngāti Raukawa, north of Wellington, New Zealand.
ReferenceWehipeihana, N. (2019). Increasing cultural competence in support of Indigenous-led evaluation: A necessary step toward Indigenous-led evaluation. Canadian Journal of Evaluation, 34(2), 368-384. https://doi.org/10.3138/cjpe.68444
Date: April 15th, 2022
Time: 2:00PM-3:00PM EST
Title: Evaluation with Indigenous communities: Decolonizing approaches and practices
Description: Let's continue the conversation! MAE members are encouraged to share their thoughts, feelings, hopes, desires, questions, and experiences working with, and in support of, Indigenous communities and decolonization efforts, and in particular, as an “outsider” or “bilagáana. This session is an opportunity to "relate" to each other on tough topics in a safe space.
Co-Facilitators: Lana Hamilton, MA, MPH started on the path to support Indigenous communities just over twenty years ago and seeks to expand learning and connection in this area with fellow Michiganders. Miles McNall, PhD has a strong commitment to culturally responsive and equitable approaches to evaluation and seeks ways to advance justice, equity, diversity, and inclusion in evaluation spaces. Krystin Martens, PhD, has observed a number of ways other countries support Indigenous communities and decolonization efforts due to her evaluation work with Indigenous communities in Guatemala, Tanzania, and Uganda, and other experiences living outside of the U.S. She seeks to support Indigenous communities by engaging in and promoting reflective practice.