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Labor-based grading contracts : building equity and inclusion in the compassionate writing classroom by
Publication Date: 2019
In Labor-Based Grading Contracts, Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students. He frames this practice by considering how Freirean problem-posing led him to experiment with grading contracts and explore the literature on grading contracts. Inoue offers a robust Marxian theory of labor that considers Hannah Arendt's theory of labor-work-action and Barbara Adam's concept of "timescapes." The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs. Inoue concludes the book by moving outside the classroom, considering how assessing writing in the socially just ways he offers in the book may provide a way to address the violence and discord seen in the world today.
Teaching to transgress: education as the practice of freedom by
Call Number: MAIN LC196 .H66 1994
Publication Date: 1994
These essays, by one of America's leading black intellectuals, face squarely the problems of teachers who do not want to teach, of students who do not want to learn, of racism and sexism in the classroom, and of the gift of freedom that is, for hooks, the teacher's most important goal.
Borderlands / La frontera: the new mestiza by
Call Number: MAIN PS3551 .N95 B6 1987
Publication Date: 1987
Rooted in Gloria Anzaldúa's experience as a Chicana, a lesbian, an activist, and a writer, the essays and poems in this volume challenge how we think about identity. Borderlands/La Frontera remaps our understanding of what a "border" is, presenting it not as a simple divide between here and there, us and them, but as a psychic, social, and cultural terrain that we inhabit, and that inhabits all of us
Ungrading: why rating students undermines learning (and what to do instead) by
Publication Date: 2020
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
Articles and Blog Posts
I have seen the glories of the grading contract... And I’m never going back
Warner, J. (2016, January 4). I have seen the glories of the grading contract... And I’m never going back. Just Visiting, Inside Higher Ed.
Towards an ethics of transnational encounter, or “when” does a “Chinese” woman become a “feminist”?
Shih, S.-M. (2002). Towards an ethics of transnational encounter, or “when” does a “Chinese” woman become a “feminist”? differences, 13(2), 90–126. https://doi.org/10.1215/10407391-13-2-90
Ungrading: An FAQ
Stommel, J. (2020, February 6). Ungrading: An FAQ. jessestommel.com
What Is feminist pedagogy?
Shrewsbury, C. M. (1987). What Is Feminist Pedagogy? Women’s Studies Quarterly, 15(3/4), 6–14.
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