Epilogue: When Concepts of Diversity, Social Justice, and Cultural Responsiveness Are Weaponized in an Era of Assault and Surveillance in Education

Melissa and I began this journey of bridging theories and integrating cases of ethnography and evaluation nearly 3 years ago to the date of the release of this second volume in the Studies in Educational Ethnography book series. We had the best of plans: solicit a call for papers through our professional and scientific associations and networks to see what interest there may be in highlighting collaborative insights into interdisciplinary and transdisciplinary fields by drawing on interesting methodological, empirical, and conceptual contributions. We posed an overarching question—how do we best pursue work connecting evaluation and ethnography to fulfill our commitments to diversity, justice, and cultural responsiveness in educational spaces to make transformative change?—to set our way forward. We thought that our ambitious and robust call would yield enough for a solid 10 or more chapters from scholars and practitioners who had stories to tell and lessons to share about these same disciplinary connections that I stumbled over 25 years earlier; I highlight these in the conclusion of the first volume.