Rodney Hopson
Dados Biográficos
| ID | 224764 |
|---|---|
| NOME | Rodney Hopson |
| PRENOMES | Rodney |
| SOBRENOME | Hopson |
| ASSINATURA | HOPSON R |
| AFILIAÇÕES | Duquesne University |
| ORCID | 0000-0002-1641-2806 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 31 |
| TOTAL DE CITAÇÕES | 54 |
| TOTAL COMO AUTOR | 31 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
From the Co-Editors
A Culturally Informed Response to Grief and Loss (CIRGL)
This paper provides a case study analysis of the Culturally Informed Responses to Grief and Loss (CIRGL) Professional Development Program, which equips school-based social workers and other professionals with skills and critical consciousness to support minoritized students in navigating grief and loss. By detailing the CIRGL program’s development, implementation, and culturally responsive evaluation (CRE), the paper outlines the process for deve…
From the Co-Editors
From the Co-Editors
From the Co-Editors
From the Co-Editors
From the Co-Editors
From the Co-Editors
From the Co-Editors
From the Co-Editors
And When We Say Our Last Goodbye
From the Co-Editors
The Oral History of Evaluation
Literature Review of the National CLAS Standards
A Critical Exploration of Culture in International Development Evaluation
In this article we provide a comprehensive review of 71 studies on evaluation in international development contexts published over the past 18 years. The primary purpose of the review is to explore how culture is being conceptualized and defined in international development contexts and how evaluation practitioners, scholars, and/or policymakers who work in international development evaluation frame the role of culture and cultural context in the…
Why Are Studies of Neighborhoods and Communities Central to Education Policy and Reform
To understand the long shadow of education policy and reform in the United States, especially in the urban core, requires a full and elaborate understanding of the neighborhoods and communities that have transformed in the last 20 or 30 years. Studying classrooms and educational spaces without concomitant understanding of the dynamics and facets of neighborhood life render educational, political, and policy analyses potentially incomplete. This a…
Intersections, theories, and meanings of race, racism, and educational ethnography
Addressing Social Injustices, Displacement, and Minority Rights Through Cases of Culturally Responsive Evaluation
Evaluation of programs that address the lingering effects of human rights abuses during times of conflict is necessary to improve program sustainability and create a knowledge bank about the effectiveness of strategies. Outcomes, however, are hard to measure. Evaluators have to gain understanding of the roots of a conflict, surrounding events, histories, and cultures. Discussed is the concept of culturally responsive evaluation (CRE). A pipeline …
Centering Love, Hope, and Trust in the Community
In this article, we suggest that communities must explore alternative leadership ideologies, actors, and venues to make meaningful academic and social improvements in our cities. We examine how themes from Paulo Freire’s critical ideology can help expand our conceptualizations of educational leadership and facilitate pragmatic responses to complex urban dilemmas. To illustrate our claims, we provide two case examples of urban educational leadersh…
Dell Hymes and the New Language Policy Studies
This essay updates Dell Hymes's "Report from an Underdeveloped Country" (the USA), positioning our analysis in the New Language Policy Studies. Taking up Hymes's call for comparative, critical studies of language use, we examine three cases, organizing our analysis around Hymes's questions: What "counts" as a language, a language problem, and "proper" language use? We conclude with a final question suggested by Hymes's Report: How can a critical-…
Language rights and the San in Namibia
In many countries, discriminatory language policies from the colonial era continued after independence, favouring languages that the majority of citizens do not speak as the first language in their homes. Policies, legislation and their implementation often discriminate against indigenous languages in a number of ways. The prevailing situation in the world today is that certain languages are given official status and recognition while the majorit…
What’s Educational Leadership Without an African-Centered Perspective? Explorations and Extrapolations
This article provides an overview of current issues confronting educational leaders dedicated to the fundamentals, curriculum, pedagogy, and practices of African-centered education (ACE) and its evolving nature in the 21st century. By considering and situating African-centered leadership in the discussion of educational leadership generally, and within the expanding and prescient notions of leadership for social justice specifically, the article …
Role of Culture and Cultural Context in Evaluation
Reinventing Evaluation
The Problem of the Language Line
This essay uses W.E.B. Du Bois's prophetic analysis of the color line problem to forecast the problem of the 21 st century: the problem of the language line. In this analysis, the centrality of language for learners of African descent in the US is front center as well as the relevant conceptual lenses that help to comprehend hegemonic linquistic structures in schooling and society. Namely, I juxtapose language beside cultural and social reproduct…
Centering Love, Hope, and Trust in the Community
In this article, we suggest that communities must explore alternative leadership ideologies, actors, and venues to make meaningful academic and social improvements in our cities. We examine how themes from Paulo Freire’s critical ideology can help expand our conceptualizations of educational leadership and facilitate pragmatic responses to complex urban dilemmas. To illustrate our claims, we provide two case examples of urban educational leadersh…
Why Are Studies of Neighborhoods and Communities Central to Education Policy and Reform
To understand the long shadow of education policy and reform in the United States, especially in the urban core, requires a full and elaborate understanding of the neighborhoods and communities that have transformed in the last 20 or 30 years. Studying classrooms and educational spaces without concomitant understanding of the dynamics and facets of neighborhood life render educational, political, and policy analyses potentially incomplete. This a…
The Problem of the Language Line
This essay uses W.E.B. Du Bois's prophetic analysis of the color line problem to forecast the problem of the 21 st century: the problem of the language line. In this analysis, the centrality of language for learners of African descent in the US is front center as well as the relevant conceptual lenses that help to comprehend hegemonic linquistic structures in schooling and society. Namely, I juxtapose language beside cultural and social reproduct…
Global and Local Conversations on Culture, Diversity, and Social Justice in Evaluation
Dell Hymes and the New Language Policy Studies
This essay updates Dell Hymes's "Report from an Underdeveloped Country" (the USA), positioning our analysis in the New Language Policy Studies. Taking up Hymes's call for comparative, critical studies of language use, we examine three cases, organizing our analysis around Hymes's questions: What "counts" as a language, a language problem, and "proper" language use? We conclude with a final question suggested by Hymes's Report: How can a critical-…
Minority Issues in Evaluation Revisited
This paper, while a commentary on Professor Stanfield’s plenary presentation, is as much a critique of how evaluation researchers, the larger profession, and professional organizations come to terms with research on, issues about, and interests that impact people (and scholars) of color. First, I suggest that we revisit minority issues within a broader context of our American educational and social structure. Second, I focus on ways to create ins…
Global and local conversations on culture, diversity, and social justice in evaluation
Minority issues in evaluation revisited
What’s Educational Leadership Without an African-Centered Perspective? Explorations and Extrapolations
This article provides an overview of current issues confronting educational leaders dedicated to the fundamentals, curriculum, pedagogy, and practices of African-centered education (ACE) and its evolving nature in the 21st century. By considering and situating African-centered leadership in the discussion of educational leadership generally, and within the expanding and prescient notions of leadership for social justice specifically, the article …
From the Co-Editors
Language rights and the San in Namibia
In many countries, discriminatory language policies from the colonial era continued after independence, favouring languages that the majority of citizens do not speak as the first language in their homes. Policies, legislation and their implementation often discriminate against indigenous languages in a number of ways. The prevailing situation in the world today is that certain languages are given official status and recognition while the majorit…
When Getting Tough Means Getting Tougher
The peculiar philosophy of contemporary justice and its accompanying reforms to rehabilitate the system have had contradictory effects on juveniles of color. The unique issues that affect these youth go beyond the traditional questions and concerns that have plagued the juvenile court for 100 years; instead, the problem of youth criminality, deviance, and discipline for juveniles of color compounded with historical debates and discussions reveal …
Minority Issues in Evaluation Revisited
This paper, while a commentary on Professor Stanfield’s plenary presentation, is as much a critique of how evaluation researchers, the larger profession, and professional organizations come to terms with research on, issues about, and interests that impact people (and scholars) of color. First, I suggest that we revisit minority issues within a broader context of our American educational and social structure. Second, I focus on ways to create ins…
Minority issues in evaluation revisited
Tales from the ‘Hood’
(2001). Tales from the ‘Hood’: Framing Hiv/Aids Prevention Through Intervention Ethnography in the Inner City. Addiction Research & Theory: Vol. 9, No. 4, pp. 339-363
Global and local conversations on culture, diversity, and social justice in evaluation
Global and Local Conversations on Culture, Diversity, and Social Justice in Evaluation
When Getting Tough Means Getting Tougher
The peculiar philosophy of contemporary justice and its accompanying reforms to rehabilitate the system have had contradictory effects on juveniles of color. The unique issues that affect these youth go beyond the traditional questions and concerns that have plagued the juvenile court for 100 years; instead, the problem of youth criminality, deviance, and discipline for juveniles of color compounded with historical debates and discussions reveal …
The Problem of the Language Line
This essay uses W.E.B. Du Bois's prophetic analysis of the color line problem to forecast the problem of the 21 st century: the problem of the language line. In this analysis, the centrality of language for learners of African descent in the US is front center as well as the relevant conceptual lenses that help to comprehend hegemonic linquistic structures in schooling and society. Namely, I juxtapose language beside cultural and social reproduct…
Role of Culture and Cultural Context in Evaluation
Reinventing Evaluation
Language rights and the San in Namibia
In many countries, discriminatory language policies from the colonial era continued after independence, favouring languages that the majority of citizens do not speak as the first language in their homes. Policies, legislation and their implementation often discriminate against indigenous languages in a number of ways. The prevailing situation in the world today is that certain languages are given official status and recognition while the majorit…
What’s Educational Leadership Without an African-Centered Perspective? Explorations and Extrapolations
This article provides an overview of current issues confronting educational leaders dedicated to the fundamentals, curriculum, pedagogy, and practices of African-centered education (ACE) and its evolving nature in the 21st century. By considering and situating African-centered leadership in the discussion of educational leadership generally, and within the expanding and prescient notions of leadership for social justice specifically, the article …
Intersections, theories, and meanings of race, racism, and educational ethnography
Addressing Social Injustices, Displacement, and Minority Rights Through Cases of Culturally Responsive Evaluation
Evaluation of programs that address the lingering effects of human rights abuses during times of conflict is necessary to improve program sustainability and create a knowledge bank about the effectiveness of strategies. Outcomes, however, are hard to measure. Evaluators have to gain understanding of the roots of a conflict, surrounding events, histories, and cultures. Discussed is the concept of culturally responsive evaluation (CRE). A pipeline …
Centering Love, Hope, and Trust in the Community
In this article, we suggest that communities must explore alternative leadership ideologies, actors, and venues to make meaningful academic and social improvements in our cities. We examine how themes from Paulo Freire’s critical ideology can help expand our conceptualizations of educational leadership and facilitate pragmatic responses to complex urban dilemmas. To illustrate our claims, we provide two case examples of urban educational leadersh…
Dell Hymes and the New Language Policy Studies
This essay updates Dell Hymes's "Report from an Underdeveloped Country" (the USA), positioning our analysis in the New Language Policy Studies. Taking up Hymes's call for comparative, critical studies of language use, we examine three cases, organizing our analysis around Hymes's questions: What "counts" as a language, a language problem, and "proper" language use? We conclude with a final question suggested by Hymes's Report: How can a critical-…
Why Are Studies of Neighborhoods and Communities Central to Education Policy and Reform
To understand the long shadow of education policy and reform in the United States, especially in the urban core, requires a full and elaborate understanding of the neighborhoods and communities that have transformed in the last 20 or 30 years. Studying classrooms and educational spaces without concomitant understanding of the dynamics and facets of neighborhood life render educational, political, and policy analyses potentially incomplete. This a…
A Critical Exploration of Culture in International Development Evaluation
In this article we provide a comprehensive review of 71 studies on evaluation in international development contexts published over the past 18 years. The primary purpose of the review is to explore how culture is being conceptualized and defined in international development contexts and how evaluation practitioners, scholars, and/or policymakers who work in international development evaluation frame the role of culture and cultural context in the…
Literature Review of the National CLAS Standards
The Oral History of Evaluation
From the Co-Editors
From the Co-Editors
And When We Say Our Last Goodbye
From the Co-Editors
From the Co-Editors
From the Co-Editors
Sociology (18 obras) · Political science (15 obras) · Psychology (15 obras) · Evaluation and Performance Assessment (14 obras) · Law (7 obras) · Public relations (7 obras) · Engineering (6 obras) · Engineering ethics (6 obras) · Evaluation methods (6 obras) · Pedagogy (6 obras)