Sharon Nelson-Barber Ph.D.
-- In these unique times when ethnic inequality is exacerbated by a pandemic, attention to the challenge of achieving cultural validity in assessment and evaluation is more important than ever. When assessors/evaluators lack knowledge about cultural diversity, begin with the assumption that what is good is good regardless of context, and fail to take into account individuals’ experiences and values, assessments and evaluations will continue to deliver detrimental effects. As we construct knowledge about widely diverse settings, we must ensure that the ad-hoc knowledge developed by individuals within diverse settings gains the security and recognition of public domain knowledge. Invisibility amounts to erasure.
Nelson-Barber, S., Rechebei, E., Limes, J.& Johnson, Z. (in press). Developing a framework for integrating local Indigenous knowledge with climate education in the Mariana Islands. In Chinn, P. & Nelson-Barber, S. (Eds.). Cultural studies of science education. Special issue on Indigenous STEM Education: Perspectives from Pacific Islands, Pacific Rim, and SE Asia.
Nelson-Barber, S. (2019). Foreword. In Nicol, C., Archibald, J., Glanfeld, F., & Dawson, S. Living Culturally Responsive Mathematics Curriculum and Pedagogy: Making a Difference with/in Indigenous Communities (pp. xi-xvii). Boston: Brill Sense.
Nelson-Barber, S., & Johnson, Z. (2019). Raising the standard for testing research-based interventions in Indigenous learning communities. International Review of Education, 65(1), 47-65. https://doi.org/10.1007/s11159-018-9756-4