[FYE-CSS] Materials on Anti-racist/labor based grading practices

[Elizabeth Zitron]

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.


     *   Looking for a short read on combatting language prejudice in your classroom? Check out this article.<https://www.insidehighered.com/advice/2021/01/27/how-professors-can-and-should-combat-linguistic-prejudice-their-classes-opinion?fbclid=IwAR2CQMi9TgQojFN-XjhdY0MKfWajq4SnzrrkFd3HU1_416MFFyi2wqHIioo>
     *   Interested in learning about “ungrading”? Here’s a video of a seminar with <https://www.youtube.com/watch?v=ER-tq2Ptc4o> Jesse Stommel<https://www.youtube.com/watch?v=ER-tq2Ptc4o>
     *   If you’re looking for a good big-picture framing of equity-minded pedagogy (with some useful resources), this is a start: "Evidence-Based Practices" chapter from AtD's "Teaching and Learning Toolkit."<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>
     *   Finally, many of us in the department are in ongoing discussions about Asao Inoue's Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future<https://wac.colostate.edu/books/perspectives/inoue/>


Guiding questions:

  *
Power. 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? How much control and deci- sion-making do students have in the creation and implementation of all assessment processes and parts? 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?
Teacher Power. How do you mediate your own power as the teacher
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Monitoring. 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? How might observations be made about the way particular habitus carry with them or assume more power in communication contexts, say in past writing classes or in the present one? How is that power embodied? Are there racial aspects to it? Arethere trends that seem racialized?
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Student Participation. How are students involved in the assessment
ecology generally? 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?
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Difference (from the white racial norm). How will power relations be affected by various students who come with different habitus from
the dominant white racial habitus that informs the expectations of the classroom? 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”?
  *
in the ecology? 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? What control of the ecology does the teacher have that she might reasonably and explicitly give up or share with students?




 Lizz (Elizabeth) Zitron
 she/her/hers
Assistant Professor and Program Chair, College Success

Pierce College

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a:      Cascade 519, 9401 Farwest Drive SW, Lakewood, WA  98498
w:      www.pierce.ctc.edu<http://www.pierce.ctc.edu/> e: ezitron at pierce.ctc.edu

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