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<p>Thanks to all who could join us today. Our monthly get togethers are: drop in/stay as you can/informal. Today Vernon Ng from the Pierce English dept talked about his work practicing grading that aims to be anti-racist and is labor based. I'm attaching readings
he suggested folx check out to help them start this process. He highly recommends working in community and collaboration.</p>
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<li><span lang="EN-US" style="color:;font-size:12pt;margin:0px;padding:0px;line-height:19.424999999999997px;font-family:"Times New Roman","Times New Roman_EmbeddedFont","Times New Roman_MSFontService",serif">Looking for a short read on combatting language prejudice
in your classroom? </span><a href="https://www.insidehighered.com/advice/2021/01/27/how-professors-can-and-should-combat-linguistic-prejudice-their-classes-opinion?fbclid=IwAR2CQMi9TgQojFN-XjhdY0MKfWajq4SnzrrkFd3HU1_416MFFyi2wqHIioo" target="_blank" rel="noreferrer noopener" style="font-family: "Times New Roman", "Times New Roman_MSFontService", serif; font-size: 12pt; margin: 0px; padding: 0px; text-decoration-line: none;" title="https://www.insidehighered.com/advice/2021/01/27/how-professors-can-and-should-combat-linguistic-prejudice-their-classes-opinion?fbclid=iwar2cqmi9tgqojfn-xjhdy0mkfwajq4snzrrkfd3hu1_416mffyi2wqhiioo" tabindex="-1" customtabindex="-1" disabled="true"><span lang="EN-US" style="margin: 0px; padding: 0px; color: rgb(104, 136, 201); font-size: 12pt; text-decoration-line: underline; line-height: 19.425px; font-family: "Times New Roman", "Times New Roman_EmbeddedFont", "Times New Roman_MSFontService", serif;"><span style="margin:0px;padding:0px">Check
out this </span><span style="margin:0px;padding:0px">article.</span></span></a><span lang="EN-US" style="color:;margin:0px;padding:0px;font-size:11pt;line-height:18.34583333333333px;font-family:Calibri,Calibri_EmbeddedFont,Calibri_MSFontService,sans-serif"></span><span style="color:;margin:0px;padding:0px;font-size:11pt;line-height:18.34583333333333px;font-family:Calibri,Calibri_EmbeddedFont,Calibri_MSFontService,sans-serif">
</span></li><li><span lang="EN-US" style="color:;font-size:12pt;margin:0px;padding:0px;line-height:19.424999999999997px;font-family:"Times New Roman","Times New Roman_EmbeddedFont","Times New Roman_MSFontService",serif"><span style="margin:0px;padding:0px">Interested in
learning about “</span><span style="margin:0px;padding:0px;border-bottom-width:1px;border-bottom-style:solid;border-bottom-color:transparent">ungrading</span><span style="margin:0px;padding:0px">”?
</span></span><span lang="EN-US" style="font-family: "Times New Roman", "Times New Roman_EmbeddedFont", "Times New Roman_MSFontService", serif; font-size: 12pt; margin: 0px; padding: 0px; text-decoration-line: underline; color: rgb(104, 136, 201); line-height: 19.425px;"><a href="https://www.youtube.com/watch?v=ER-tq2Ptc4o" target="_blank" rel="noreferrer noopener" style="font-family: "Times New Roman", "Times New Roman_MSFontService", serif; font-size: 12pt; margin: 0px; padding: 0px; text-decoration-line: none;" title="https://www.youtube.com/watch?v=er-tq2ptc4o" tabindex="-1" customtabindex="-1" disabled="true"><span style="margin:0px;padding:0px"></span><span style="margin:0px;padding:0px">Here’s
a video</span><span style="margin:0px;padding:0px"> </span><span style="margin:0px;padding:0px">of a seminar with
</span></a><span style="margin:0px;padding:0px"><a href="https://www.youtube.com/watch?v=ER-tq2Ptc4o" target="_blank" rel="noreferrer noopener" style="font-family: "Times New Roman", "Times New Roman_MSFontService", serif; font-size: 12pt; margin: 0px; padding: 0px; text-decoration-line: none;" title="https://www.youtube.com/watch?v=er-tq2ptc4o" tabindex="-1" customtabindex="-1" disabled="true">Jesse
Stommel</a></span></span><span style="font-family:"Times New Roman","Times New Roman_EmbeddedFont","Times New Roman_MSFontService",serif;font-size:16px"></span></li><li><span lang="EN-US" style="color:;font-size:12pt;margin:0px;padding:0px;line-height:19.424999999999997px;font-family:"Times New Roman","Times New Roman_EmbeddedFont","Times New Roman_MSFontService",serif"><span style="margin:0px;padding:0px">If you’re looking
for a good big-picture framing of equity-minded pedagogy (with some useful resources)</span><span style="margin:0px;padding:0px">, this is a start:</span><span style="margin:0px;padding:0px">
</span></span><a href="https://piercecollege-my.sharepoint.com/:b:/r/personal/hsmith_pierce_ctc_edu/Documents/Anti-Racist%20Writing%20Ecologies/Readings/T%26L%20Toolkit%20resources%20-%20Evidence-based%20practices.pdf?csf=1&web=1&e=Hiyx6U" target="_blank" rel="noreferrer noopener" style="font-family: "Times New Roman", "Times New Roman_MSFontService", serif; font-size: 12pt; margin: 0px; padding: 0px; text-decoration-line: none;" title="https://piercecollege-my.sharepoint.com/:b:/r/personal/hsmith_pierce_ctc_edu/documents/anti-racist%20writing%20ecologies/readings/t%26l%20toolkit%20resources%20-%20evidence-based%20practices.pdf?csf=1&web=1&e=hiyx6u" tabindex="-1" customtabindex="-1" disabled="true"><span lang="EN-US" style="margin: 0px; padding: 0px; color: rgb(104, 136, 201); font-size: 12pt; text-decoration-line: underline; line-height: 19.425px; font-family: "Times New Roman", "Times New Roman_EmbeddedFont", "Times New Roman_MSFontService", serif;"><span style="margin:0px;padding:0px">"Evidence-Based
Practices" chapter from </span><span style="margin:0px;padding:0px">AtD's</span><span style="margin:0px;padding:0px"> "Teaching and Learning Toolkit."</span></span></a><span lang="EN-US" style="color:;font-size:12pt;margin:0px;padding:0px;line-height:19.424999999999997px;font-family:"Times New Roman","Times New Roman_EmbeddedFont","Times New Roman_MSFontService",serif"></span><span style="color:;font-size:12pt;margin:0px;padding:0px;line-height:19.424999999999997px;font-family:"Times New Roman","Times New Roman_EmbeddedFont","Times New Roman_MSFontService",serif">
</span></li><li><span style="color:;font-size:12pt;margin:0px;padding:0px;line-height:19.424999999999997px;font-family:"Times New Roman","Times New Roman_EmbeddedFont","Times New Roman_MSFontService",serif">Finally, many of us in the department are in ongoing discussions
about <a href="https://wac.colostate.edu/books/perspectives/inoue/" title="https://wac.colostate.edu/books/perspectives/inoue/" target="_blank" rel="noreferrer noopener" tabindex="-1" customtabindex="-1" disabled="true">
Asao Inoue's <i>Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future</i></a></span></li></ul>
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<p>Guiding questions:</p>
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<li><font size="2" style="font-family:AGaramondPro,serif,"EmojiFont""><span style="font-size:11pt"><b>
<div style="margin-top:0;margin-bottom:0"><font size="2"><span style="font-size:11pt">Power</span></font><font size="2"><span style="font-size:11pt">.
</span></font><font size="2"><span style="font-size:11pt"><i>What power relations are produced in the ecology and what are the most effective or preferable ones for students’ individual learning goals and the course’s overall learning goals?
</i></span></font><font size="2"><span style="font-size:11pt;background-color:yellow">How much control and deci- sion-making do students have in the creation and implementation of all assessment processes and parts?</span></font><font size="2"><span style="font-size:11pt">
How are vulnerable students (e.g., quiet students, introverted students, students of color, multilingual students, students with disabilities, etc.) respectfully and conscien- tiously encouraged to participate in the creation, monitoring, and revi- sion of
the assessment ecology?</span></font></div>
</b></span></font><font size="2" style="font-family:AGaramondPro,serif,"EmojiFont""><span style="font-size:11pt"><i>
<div style="margin-top:0;margin-bottom:0"><font size="2"><span style="font-size:11pt">Teacher Power.
</span></font><font size="2"><span style="font-size:11pt">How do you mediate your own power as the teacher</span></font><font size="2"><span style="font-size:11pt"></span></font></div>
</i></span></font></li><li><font size="2" style="font-family:AGaramondPro,serif,"EmojiFont""><span style="font-size:11pt"></span></font><font size="2" style="font-family:AGaramondPro,serif,"EmojiFont""><span style="font-size:11pt"><i>
<div style="margin-top:0;margin-bottom:0"><font size="2"><span style="font-size:11pt">Monitoring.
</span></font><font size="2"><span style="font-size:11pt;background-color:yellow">How might the teacher and students monitor power and its movements in the class in ways that can help make sense of judg- ments, processes, and parts?</span></font><font size="2"><span style="font-size:11pt">
How might observations be made about the way particular </span></font><font size="2"><span style="font-size:11pt">habitus
</span></font><font size="2"><span style="font-size:11pt">carry with them or assume more power in communication contexts, say in past writing classes or in the present
</span></font><font size="2"><span style="font-size:11pt">one? How is that power embodied? Are there racial aspects to it? Are</span></font><font size="2"><span style="font-size:11pt">there trends that seem racialized?</span></font></div>
</i></span></font></li><li><font size="2" style="font-family:AGaramondPro,serif,"EmojiFont""><span style="font-size:11pt"><i>
<div style="margin-top:0;margin-bottom:0"><font size="2"><span style="font-size:11pt">Student Participation.
</span></font><font size="2"><span style="font-size:11pt;background-color:yellow">How are students involved in the assessment</span></font></div>
<div style="margin-top:0;margin-bottom:0"><font size="2"><span style="font-size:11pt;background-color:yellow">ecology generally?</span></font><font size="2"><span style="font-size:11pt"> Do students get to create or control any aspects of the ecology? Do they
have any say in what is assessed, how that writ- ing is assessed, who assesses it, and what those assessments mean to the calculation of their course grades? Do students get to negotiate the way their grades or any evaluations of their writing is done?</span></font></div>
</i></span></font></li><li><font size="2" style="font-family:AGaramondPro,serif,"EmojiFont""><span style="font-size:11pt"><i>
<div style="margin-top:0;margin-bottom:0"><font size="2"><span style="font-size:11pt">Difference (from the white racial norm).
</span></font><font size="2"><span style="font-size:11pt;background-color:yellow">How will power relations be affected by various students who come with different
</span></font><font size="2"><span style="font-size:11pt;background-color:yellow">habitus
</span></font><font size="2"><span style="font-size:11pt;background-color:yellow">from</span></font><font size="2"><span style="font-size:11pt"><br>
</span></font><font size="2"><span style="font-size:11pt;background-color:yellow">the dominant white racial
</span></font><font size="2"><span style="font-size:11pt;background-color:yellow">habitus
</span></font><font size="2"><span style="font-size:11pt;background-color:yellow">that informs the expectations of the classroom?
</span></font><font size="2"><span style="font-size:11pt">How will students interactions with you or with each other be mediated so that power relations can be explicitly discussed with students and equalized (realizing they are never made equal)? How do you
plan to discuss and get students to listen to each other, to listen for difference in productive ways, to engage in what Trimbur (1989) calls “dissensus,” or what Ratcliffe (2005) calls “rhetorical listening”?</span></font></div>
</i></span></font></li><li><font size="2" style="font-family:AGaramondPro,serif,"EmojiFont""><span style="font-size:11pt"><i>
<div style="margin-top:0;margin-bottom:0"><font size="2"><span style="font-size:11pt">in the ecology?
</span></font><font size="2"><span style="font-size:11pt;background-color:yellow">How do you plan to get students to avoid seeing your position in the ecology as someone who will tell them what to do or fix in their writing?</span></font><font size="2"><span style="font-size:11pt">
What control of the ecology does the teacher have that she might reasonably and explicitly give up or share with students?</span></font></div>
</i></span></font></li></div>
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253-912-2353<br>
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<span style="background-color:rgb(255,255,255)">Cascade 519, 9401 Farwest Drive SW, Lakewood, WA 98498</span></td>
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<strong>TOP 5</strong> <strong style="color:rgb(0,0,0)">Community College in the Nation</strong></td>
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