Pedagogy Oct 2022 OA PDF

The Inaudacity of Hope

Paul Walker

Abstract

AbstractWriting assessment and social justice rely largely on success-trajectory narratives, which sideline productive failure as a means of resisting normative futurity-based modes of education and policy. This essay offers an alternative perspective on failure in writing assessment and social justice by illustrating how relying on rhetoric as a hope and means for positive change can undermine aims of social justice and a critical education. By examining the queer (non)possibilities for assessment and acceptance without dependence on constant improvement and success, instructors may find more inclusive ways of thinking about the value of rhetoric's role in a generative acceptance of difference.

Journal
Pedagogy
Published
2022-10-01
DOI
10.1215/15314200-9859286
Open Access
OA PDF Bronze
Topics
assessment multimodality

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (3)

  1. Inoue (2014)
    Theorizing Failure in US Writing Assessments
    Research in the Teaching of English
  2. Lynch (2012)
    Composition’s New Thing: Bruno Latour and the Apocalyptic Turn
    College English
  3. Gallagher (2011)
    Being There: (Re)Making the Assessment Scene
    College Composition and Communication
Also cites 11 works outside this index ↓
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    Sex, or the Unbearable
     ↗
  3. Broad (2003)
    What We Really Value: Beyond Rubrics in Teaching and Assessing Writing
     ↗
  4. Condon (2013)
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    Assessing Writing  ↗
  5. Couture (2011)
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     ↗
  6. Inoue (2015)
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     ↗
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     ↗
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     ↗
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     ↗
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    College English  ↗
  11. Sandage (2005)
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     ↗
CrossRef global citation count: 0 View in citation network →

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