Classroom Writing Assessment as an Antiracist Practice

2019 ◽  
Vol 19 (3) ◽  
pp. 373-404 ◽  
Author(s):  
Asao B. Inoue
Keyword(s):  
Social Justice ◽  
Writing Assessment ◽  
White Supremacy ◽  
Problem Posing ◽  
Student Writing ◽  
Assessment Practices ◽  
Writing Assessments ◽  
The Way

Classroom writing assessment practices can interrogate white supremacy through the way readers judge student writing. Furthermore, writing assessments designed and engaged in as ecologies offer social justice projects that can explore judgment as a racialized discourse. The author demonstrates one application of an antiracist writing assessment ecology through a practice called “problem posing the nature of judgment and language” and discusses the problem posing of two ecological places in the class.

White Supremacy and Counseling Psychology: A Critical–Conceptual Framework

2019 ◽  
Vol 47 (4) ◽  
pp. 478-529 ◽  
Author(s):  
Patrick R. Grzanka ◽  
Kirsten A. Gonzalez ◽  
Lisa B. Spanierman
Keyword(s):  
United States ◽  
Social Justice ◽  
Counseling Psychology ◽  
White Supremacy ◽  
Theoretical Perspective ◽  
The United States ◽  
Helping Professions ◽  
White Clients ◽  
Racial Progress ◽  
Counseling Psychologists

The mainstreaming of White nationalism in the United States and worldwide suggests an urgent need for counseling psychologists to take stock of what tools they have (and do not have) to combat White supremacy. We review the rise of social justice issues in the field of counseling psychology and allied helping professions and point to the limits of existing paradigms to address the challenge of White supremacy. We introduce transnationalism as an important theoretical perspective with which to conceptualize global racisms, and identify White racial affect, intersectionality, and allyship as three key domains of antiracist action research. Finally, we suggest three steps for sharpening counseling psychologists’ approaches to social justice: rejecting racial progress narratives, engaging in social justice-oriented practice with White clients, and centering White supremacy as a key problem for the field of counseling psychology and allied helping professions.

scholarly journals Fast Professors, Research Funding, and the Figured Worlds of Mid-Career Ontario Academics

2021 ◽  
Vol 30 (2) ◽  
pp. 79
Author(s):  
Sandra Acker ◽  
Michelle K McGinn
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Research Funding ◽  
Figured Worlds ◽  
External Funding ◽  
Justice Research ◽  
Research Production ◽  
Social Justice Research ◽  
Research Accomplishment ◽  
The Way

Heightened pressures to publish prolifically and secure external funding stand in stark contrast with the slow scholarship movement. This article explores ways in which research funding expectations permeate the “figured worlds” of 16 mid-career academics in education, social work, sociology, and geography in 7 universities in Ontario, Canada. Participants demonstrated a steady record of research accomplishment and a commitment to social justice in their work. The analysis identified four themes related to the competing pressures these academics described in their day-to-day lives: getting funded; life gets in the way; work gets in the way; and being a fast professor. Participants spoke about their research funding achievements and struggles. In some cases, they explained how their positioning, including gender and race, might have affected their research production, compared to colleagues positioned differently. Their social justice research is funded, but some suspect at a lower level than colleagues studying conventional topics. In aiming for the impossible standards of a continuously successful research record, these individuals worked “all the time.” Advocates claim that slow scholarship is not really about going slower, but about maintaining quality and caring in one’s work, yet participants’ accounts suggest they have few options other than to perform as “fast professors.” At mid-career, they question whether and how they can keep up this pace for 20 or more years.

scholarly journals Using Digital Tools to Assess and Improve College Student Writing

2019 ◽  
Vol 9 (2) ◽  
pp. 117
Author(s):  
Sweety Law
Keyword(s):  
Writing Assessment ◽  
Assessment Model ◽  
Digital Tools ◽  
Learning Goals ◽  
Student Writing ◽  
Online Faculty ◽  
Specific Content ◽  
Analysis And Evaluation ◽  
Online Grading ◽  
Faculty Time

Employers have continually indicated that writing instruction is much needed in higher education across all majors. It has become more imperative now than before to better prepare our graduates for professional success in an age of increasing writing necessity, data analytics and reporting, and technical sophistication. Writing assessment in a class setting has learning goals and needs to be differentiated from a mass testing evaluation context. When learning to write well, especially relating to subject-specific content, feedback is necessary. Performing analysis and evaluation, then providing explanation and recommendations takes time. Newer digital tools can provide formative feedback; and therefore transparency about grading as well. Among teaching tasks, grading assignments consumes the majority of online faculty time. This study identifies what type of online grading could take up the majority of faculty time and specifies estimates of time needed for such grading. Faculty workload is high in adopting an optimal combined formative and summative assessment model. Results of the study might help develop more sound policies of academic support. Faculty might use the study’s information for better curricula planning and improved utilization of student assistants.

scholarly journals The affectability of writing assessment scores: a G-theory analysis of rater, task, and scoring method contribution

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ali Khodi
Keyword(s):  
Writing Assessment ◽  
Generalizability Theory ◽  
Error Variance ◽  
Total Variance ◽  
Scoring Method ◽  
Writing Assessments ◽  
Assessment Scores ◽  
Peer Rating ◽  
Reliable Assessment ◽  
Writing Scores

AbstractThe present study attempted to to investigate  factors  which affect EFL writing scores through using generalizability theory (G-theory). To this purpose, one hundred and twenty students participated in one independent and one integrated writing tasks. Proceeding, their performances were scored by six raters: one self-rating,  three peers,-rating and two instructors-rating. The main purpose of the sudy was to determine the relative and absolute contributions of different facets such as student, rater, task, method of scoring, and background of education  to the validity of writing assessment scores. The results indicated three major sources of variance: (a) the student by task by method of scoring (nested in background of education) interaction (STM:B) with 31.8% contribution to the total variance, (b) the student by rater by task by method of scoring (nested in background of education) interaction (SRTM:B) with 26.5% of contribution to the total variance, and (c) the student by rater by method of scoring (nested in background of education) interaction (SRM:B) with 17.6% of the contribution. With regard to the G-coefficients in G-study (relative G-coefficient ≥ 0.86), it was also found that the result of the assessment was highly valid and reliable. The sources of error variance were detected as the student by rater (nested in background of education) (SR:B) and rater by background of education with 99.2% and 0.8% contribution to the error variance, respectively. Additionally, ten separate G-studies were conducted to investigate the contribution of different facets across rater, task, and methods of scoring as differentiation facet. These studies suggested that peer rating, analytical scoring method, and integrated writing tasks were the most reliable and generalizable designs of the writing assessments. Finally, five decision-making studies (D-studies) in optimization level were conducted and it was indicated that at least four raters (with G-coefficient = 0.80) are necessary for a valid and reliable assessment. Based on these results, to achieve the greatest gain in generalizability, teachers should have their students take two writing assessments and their performance should be rated on at least two scoring methods by at least four raters.

scholarly journals “Man-as-Environment”: Spatialising Racial and Natural Otherness in Caryl Phillips’s A Distant Shore and In the Falling Snow // “Man-as-Environment”: Espacializar la alteridad racial y natural en dos novelas de Caryl Phillips

2014 ◽  
Vol 5 (1) ◽  
pp. 155-174
Author(s):  
Jessica Maufort
Keyword(s):  
Social Justice ◽  
Lived Experience ◽  
Sense Of Place ◽  
Postcolonial Studies ◽  
Caryl Phillips ◽  
The Absolute ◽  
British Novels ◽  
De Man ◽  
City Of London ◽  
The Way

Examining Caryl Phillips’s later fiction (A Distant Shore and In the Falling Snow) through the characters’ lived experience of their environment, this article seeks to pave the way toward a mutually enriching dialogue between postcolonial studies and urban ecocriticism. Phillips’s British novels show how Western racist/colonial underpinnings that persist in a postcolonial context are manifest in the phenomenon of spatialisation of race. The latter devises separate spaces of Otherness, imbued with savage connotations, where the undesirable Other is ostracised. The enriching concept of “man-in-environment” is thus reconfigured so that the postcolonial subject’s identity is defined by such bias-constructed dwelling-places. Consequently, the Other’s sense of place is a highly alienated one. The decayed suburban nature and the frightening/impersonal city of London are also “othered” entities with which the protagonists cannot interrelate. My “man-as-environment” concept envisions man and place as two subjected Others plagued by spatialisation of Otherness. The latter actually debunks the illusion of a postcolonial British Arcadia, as the immigrants’ plight is that of an antipastoral disenchantment with England. The impossibility of being a “man-in-place” in a postcolonial context precisely calls for a truly reconciling postpastoral relationship between humans and place, a relationship thus informed by the absolute need for environmental and social justice combined. Resumen Analizando las últimas novelas de Caryl Phillips (A Distant Shore y In the Falling Snow) a través de la experiencia del (medio)ambiente que viven los personajes, este artículo persigue enriquecer el diálogo entre los estudios postcoloniales y la ecocrítica urbana. Las ficciones británicas de Phillips desvelan cómo las bases racistas/coloniales occidentales que persisten en un contexto poscolonial se hacen evidentes en el fenómeno de la espacialización racial. Éste elabora espacios aparte de alteridad, impregnados de salvajes connotaciones, donde el indeseable “Otro” es excluido. El enriquecedor concepto de “man-in-environment” es reconfigurado de manera que la identidad del sujeto poscolonial acaba definiéndose por tan sesgados lugares de residencia. En consecuencia, el sentido del espacio del “Otro” está muy alienado. La decadente naturaleza suburbana y la aterradora e impersonal ciudad de Londres son también entidades ajenas con las cuales los protagonistas no pueden interactuar. Mi concepto de “man-as-environment” concibe al hombre y al lugar como dos “Otros” sometidos, acosados por la espacialización de la alteridad. Esto último desacredita la ilusión de una Arcadia poscolonial británica, en tanto que los aprietos de los emigrantes es tal que se crea un desencanto antipastoril con Inglaterra. La imposibilidad de ser un “man-in-place” en un contexto poscolonial demanda precisamente una auténtica y reconciliadora relación postpastoril entre hombres y lugares, es decir, una relación caracterizada por la absoluta necesidad de aunar justicia social y medioambiental. 

Music and Social Justice

2021 ◽  
Author(s):  
Cathy Benedict
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Elementary Students ◽  
Music Teachers ◽  
Elementary Music ◽  
Elementary Student ◽  
Teachers And Students ◽  
The Voice ◽  
Elementary Music Education ◽  
The Way

This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.

Decolonizing the Colony: Challenges to Systemic Change in the American Art Museum

2021 ◽  
Vol 10 (2) ◽  
pp. 202-229
Author(s):  
Andrew Mcclellan
Keyword(s):  
Social Justice ◽  
White Supremacy ◽  
Systemic Change ◽  
American Art ◽  
Art Museum ◽  
Art Museums ◽  
The Face ◽  
Physical Spaces

This article seeks to identify impediments to, as well as opportunities for, change in American art museums in the face of demands for social justice and greater inclusivity. Focusing specifically on the representation of American art in well-established encyclopaedic museums, I argue that inherited collections and taxonomies, mapped onto the physical spaces of museums, limit the speed and degree to which aesthetic priorities, values and narratives may adapt in order to meet shifting demographics and visitor expectations. In effect, the challenge for many museums is to confront and navigate an institutionalized form of white supremacy baked into their intellectual and material foundations. I end by analysing several recent strategies that have aimed at dismantling conventions and complicating the canon.

Ecology

Eco-Alchemy ◽  
2017 ◽  
Author(s):  
Dan McKanan
Keyword(s):  
Social Justice ◽  
Ecological Niche ◽  
Environmental Movement ◽  
Academic Science ◽  
Cosmic Evolution ◽  
The Relationship ◽  
The Way

Anthroposophy occupies a distinct ecological niche within the broader environmental movement. Its commitment to Goetheanism sets it apart from academic science; its understanding of social justice differs from that of the mainstream left; and its stress on the human role in cosmic evolution can create tension with Gaian critiques of anthropocentrism. The relationship between anthroposophical initiatives and the Anthroposophical Society also shapes the way it interacts with other forms of environmentalism. Yet the boundaries between anthroposophy and other impulses can be sites of transformative dialogue.

The Eleventh Plague: Thinking Ecologically after Derrida

2019 ◽  
pp. 80-102
Author(s):  
David Wood
Keyword(s):  
Social Justice ◽  
New World ◽  
Global Climate ◽  
World Order ◽  
Ecological Sustainability ◽  
Human Suffering ◽  
New World Order ◽  
System P ◽  
Climate Crisis ◽  
The Way

This chapter develops an eleventh “plague” onto Jacques Derrida's list of ten plagues of the New World Order in his Specters of Marx: the growing global climate crisis. Forging an amalgam from Derrida and Heidegger, it shows that the eleventh plague was not just “one more plague” but was at the heart of the first ten, or at least was intimately implied or caught up in them. In the most summary form, this would be to show that questions of violence, law, and social justice are inseparable from ecological sustainability. A similar move would demonstrate that another candidate for the eleventh plague—the animal holocaust—is closely connected both with the first ten plagues and ecological sustainability, perhaps serving as a bridge of sorts. Derrida's remarks about the animal holocaust, and about human suffering and misery, are set in the context of people's denial, blindness, and refusal to acknowledge these phenomena, and the way that human suffering especially represents the contradiction, the hidden waste, produced by an ever more efficiently functioning system.

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