Decolonizing Evaluation: Case Studies of a Critical Framework of Review on Culturally and Community-Responsive Curricula

• In Event: Roundtable Session 21

Session Type: Roundtable Session

Abstract

What began as a project to search for curriculum focused on Filipina/o Americans --by and about our own ethnic community--transformed into a robust evaluation framework that may be useful across diverse ethnic studies curriculum and disciplines. This session focuses on the application and adaptation of Halagao, Tintiangco-Cubales, & Cordova’s (2009) Critical Framework of Review to evaluate K-12 ethnic studies and cultural-based curricula. Our framework challenges current common core standards and assessments that may miss the purpose of culturally and community responsive curricula. Our “bricolage” approach is rooted in (1) our location, philosophy, and epistemology as scholars of color engaged in confronting systems of oppression in our communities and (2) critical pedagogies that have shaped our positionalities and ideologies.

Sub Unit

• Division B - Curriculum Studies / Section 2: Globalization, Decolonization, Transnational, & Ecological Inquiry

Chair

• Patricia E. Halagao, University of Hawaii - Manoa

Papers

• Taking Back Evaluation: Applying a Critical Framework of Review in California and Hawaii - Patricia E. Halagao, University of Hawaii - Manoa; Allyson Tintiangco-Cubales, San Francisco State University; Maharaj Desai, University of Hawaii - Manoa

• Critical Mixed Consciousness Pedagogy: Teaching and Learning Through Mixed-Heritage Counternarratives - Angelique Lobo, San Francisco State University

• A Critical Review of Culture-Based Education at Ka Papa Loʻi ʻO Kānewai - Summer Maunakea, Ho'okulaiwi - University of Hawaii Manoa

• Creating Educational Space Through Heritage-Language Learning and Teaching: The Case of Ilokano in a Secondary Classroom in Hawaii - Julius B Soria, University of Hawaii - Manoa