This talk engages with the question of what it means to assess and grade college student writing for a better, more antiracist world. It focuses not on people behaving badly or racist, but rather on the historical and structural ways that most academics judge and read language; teachers’ ways of assessing language; disciplines’ logics and ways with words; and most professions’ expectations of language use. It pays particular attention to the historical practice of grading in schools and universities. Inoue discusses how higher education generally promotes literacy practices through assessment ecologies that are White supremacist, and defines an antiracist orientation toward our teaching and assessing.
This event is co-sponsored by Write@UGA & CTL and is open to all faculty and instructors.