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.
antiracist pedagogy, white supremacy, writing assessment, writing pedagogy, problem posing, composition pedagogy
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Copyright © 2019 by Duke University Press
2019
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