Research Tidbit for Busy Teachers: Inoue’s Anti-Racist Writing Assessment Ecologies

This post was also published on The Paper Graders.

Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future by Asao B. Inoue, 2015, Parlor Press

I was so glad to come across this book when I was finishing up my manuscript over the summer. (Look for Point-Less: An English Teacher’s Guide to More Meaningful Grading from Heinemann, available March 31!)

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Our Most Important Conversation: Equity

This post was also published in The Paper Graders.

This post has been percolating for a while now, ever since I left NCTE in Houston.

Until now, all I’ve been able to cobble together so far are a few disconnected notes in my writer’s notebook:

  • I need to sit with my discomfort.
  • I’m a teacher with privilege OF privileged
  • What can I do?
  • What does it mean to be a good ally?
  • I can’t be so terrified that I’ll mess something up that I don’t even start.
  • When I don’t actively disrupt, I perpetuate.
  • I thought I got it, that I understood the issues. But I have so much to learn.

That last one is the one that’s been nagging at me most.

See, I’m writing a book right now. I’ve been working on it–with the care of a very patient, supportive, and insightful editor–for about 3 and a half years. It’s about grading practices that support readers and writers better than the typical percentage/points-based approach.

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