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.
Classroom Writing Assessment as an Antiracist Practice: Confronting White Supremacy in the Judgments of Language
Asao B. Inoue is professor and associate dean of the College of Integrative Sciences and Arts at Arizona State University. He is a past member of the Executive Board of Council of Writing Program Administrators and the Conference on College Composition and Communication Executive Committee and served as the 2019 chair of CCCC. He has published many articles and chapters on writing assessment and race and racism, as well as two edited collections and a book. He won the CWPA’s 2014 Outstanding Scholarship Award, the 2015 CWPA Outstanding Book Award, and the NCTE/CCCC Outstanding Book Award in 2014 and 2016.
Asao B. Inoue; Classroom Writing Assessment as an Antiracist Practice: Confronting White Supremacy in the Judgments of Language. Pedagogy 1 October 2019; 19 (3): 373–404. doi: https://doi.org/10.1215/15314200-7615366
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