Abstract

Classroom writing assessment practices can interrogate white supremacy through the way readers judge student writing. Furthermore, writing assessments designed and engaged in as ecologies offer social justice projects that can explore judgment as a racialized discourse. The author demonstrates one application of an antiracist writing assessment ecology through a practice called “problem posing the nature of judgment and language” and discusses the problem posing of two ecological places in the class.

Journal
Pedagogy
Published
2019-10-01
DOI
10.1215/15314200-7615366
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Citation Context

Cited by in this index (9)

  1. Pedagogy
  2. College English
  3. Pedagogy
  4. Teaching English in the Two-Year College
  5. Research in the Teaching of English
Show all 9 →
  1. College English
  2. Pedagogy
  3. Research in the Teaching of English
  4. Literacy in Composition Studies

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