Antiracist Writing Assessment Ecologies

Asao B. Inoue

Description

In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is “more than” its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts.

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 08 novembre 2015
• Nombre de lectures: 0
• EAN13: 9781602357754
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

PERSPECTIVES ON WRITING
Series Editors: Susan H. McLeod and Rich Rice
The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.
The WAC Clearinghouse and Parlor Press are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.
Recent Books in the Series
Beth L. Hewett and Kevin Eric DePew (Eds.), Foundational Practices of Online Writing Instruction (2015)
Christy I. Wenger, Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy (2015)
Sarah Allen, Beyond Argument: Essaying as a Practice of (Ex)Change (2015)
Steven J. Corbett, Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies (2015)
Tara Roeder and Roseanne Gatto (Eds.), Critical Expressivism: Theory and Practice in the Composition Classroom (2014)
Terry Myers Zawacki and Michelle Cox (Eds), WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices , (2014)
Charles Bazerman, A Rhetoric of Literate Action: Literate Action Volume 1 (2013)
Charles Bazerman, A Theory of Literate Action: Literate Action Volume 2 (2013)
Katherine V. Wills and Rich Rice (Eds.), ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios (2013)
Mike Duncan and Star Medzerian Vanguri (Eds.), The Centrality of Style (2013)
Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna Sinha (Eds.), Writing Programs Worldwide: Profiles of Academic Writing in Many Places (2012)


Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future
Asao B. Inoue
The WAC Clearinghouse
wac.colostate.edu
Fort Collins, Colorado
Parlor Press
www.parlorpress.com
Anderson, South Carolina


The WAC Clearinghouse, Fort Collins, Colorado 80523-1052
Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621
© 2015 by Asao B. Inoue. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Inoue, Asao B., author.
Title: Antiracist writing assessment ecologies : teaching and assessing
writing for a socially just future / Asao B. Inoue.
Description: Fort Collins, Colorado : The WAC Clearinghouse, [2015] | Series:
Perspectives on writing | Includes bibliographical references and index.
Identifiers: LCCN 2015037961 | ISBN 9781602357730 (pbk. : acid-free paper)
Subjects: LCSH: English language--Rhetoric--Study and teaching
(Higher)--United States--Evaluation. | English language--Rhetoric--Study
and teaching (Higher)--Social aspects--United States. | Discrimination in
higher education--United States. | Anti-racism--Study and teaching.
Classification: LCC PE1404 .I47 2015 | DDC 808/.0420711--dc23
LC record available at http://lccn.loc.gov/2015037961
Copyeditor: Don Donahue
Designer: Mike Palmquist
Series Editor: Susan H. McLeod
This book is printed on acid-free paper.
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, it brings together scholarly journals and book series as well as resources for teachers who use writing in their courses. This book is available in digital format for free download at http://wac.colostate.edu.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in print and digital formats from Parlor Press at http://www.parlorpress.com. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621, or email [e-mail].


Contents
Acknowledgments
Introduction: Writing Assessment Ecologies as Antiracist Projects
Chapter 1: The Function of Race in Writing Assessments
Chapter 2: Antiracist Writing Assessment Ecologies
Chapter 3: The Elements of an Antiracist Writing Assessment Ecology
Chapter 4: Approaching Antiracist Work in an Assessment Ecology
Chapter 5: Designing Antiracist Writing Assessment Ecologies
Notes
References
Appendix A: English 160W’s Grading Contract
Appendix B: Example Problem Posing Labor Process


Acknowledgments
This book, like all others, is the culmination of more than my efforts. In many ways, I’m simply the messenger, shouting the news to others. Over the last five years, I’ve had lots of help thinking, rethinking, conceiving, discussing, and reading drafts of what would become what you hold in your hands. First, I thank my wife, Kelly Inoue, without whom I cannot do what I do every day. She makes me a better teacher, father, husband, scholar, and person just by living her example of compassionate service. I live in her long shadow and am grateful for her patience and love. I thank Victor Villanueva, my mentor and friend, who read parts of Chapter 1, and has been a constant encouragement to me. I learned much from him and his work about race and racism, and about being cheerful in the face of so much wrong in the academy. Victor is my surrogate academic father. I thank Bill Condon, my other mentor, who introduced me to the field of writing assessment. He was often on my shoulder as I wrote and revised drafts of this book. His broad smile and his gentle deep voice is always guiding me. I thank Norbert Elliot, who in subtle ways always gives me things to learn, some of which ended up in this book. I thank Mya Poe, my PIC, my friend, and from whom I’ve learned so much. I feel so fortunate to work with her, even though we are usually on two different coasts. I thank Chris Anderson, my first mentor, friend, and colleague from Oregon State University, whom I asked to read an earlier version of the book and who gave me valuable and important ideas. His kind and careful feedback was instrumental in making this book what it is. He was also one of my first teacher models in college, one who taught me that cultivating a compassionate ear is always the best pedagogical stance to take. I also wish to thank the incredible folks at Parlor Press and the WAC Clearinghouse, Mike Palmquist and his editorial team who made this manuscript sparkle; Sue McLeod, my editor, who was wonderful, encouraging and helpful.
Thank you to my twin brother, Tadayoshi L. Inoue, who has supported, loved, helped, and challenged me my entire life. I am always and ever-mindful of how deeply blessed and fortunate every minute of my life has been (I was born four minutes after my brother) to be a twin, and know twin-love. He has been the rock I have always had the privilege and good fortune to stand on and next to.
And then there are a number of folks who helped me along the way through conversations and emails: Tom Fox, who read the entire manuscript, gave me thoughtful and insightful ideas that made the book better in tangible ways; Carmen Kynard, who always has good things to say and encouragement to offer; Vershawn A. Young, my dear friend whom I can count on to push me and question everything; and Chris Gallagher, who offered crucial ideas to the guiding metaphor of the book (ecology) in a 45-minute meeting we had at Cs in Las Vegas. That meeting was the tipping point for me in thinking about the book and what it should ultimately be.
I offer a very special thanks to my graduate students at Fresno State, who were a constant source of inspiration, ideas, critiques, and joy while I was there. They taught and gave me more than I feel I ever offered them. And finally, I thank my undergraduate students at Fresno State, especially the students in my Fall 2012, English 160W course that make up much of Chapter 4, who often needed to have a lot of faith in me and what I asked of them. I am grateful for the labor and trust that each year my students give me and our classes. They are why I do what I do, and what makes my career, research, and life possible. I learn how to learn from them every year.


Introduction: Writing Assessment Ecologies as Antiracist Projects
How does a college writing instructor investigate racism in his classroom writing assessment practices, then design writing assessments so that racism is not only avoided but antiracism is promoted? What I mean is how does a teacher not only do no harm through his writing assessments, but promote social justice and equality? In the broadest sense, this is what this book is about. It’s about theorizing and practicing antiracist writing assessments in classrooms.
My assumption is that writing teachers should carefully construct the writing assessment ecology of their classrooms both theoretically and materially. In fact, we should continuously theorize and practice writing assessment simultaneously. So this book is about antiracist classroom w