Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future

PERSPECTIVES ON WRITING | Series Editors: SUSAN H. MCLEOD and RICH RICE | In ANTIRACIST WRITING ASSESSMENT ECOLOGIES, ASAO B. INOUE theorizes classroom writing assessment as a complex system that may be “more than” its interconnected elements. To give an explanation for how and why antiracist work within the writing classroom is very important to literacy learning, Inoue contains ideas concerning the white racial habitus that informs dominant discourses within the academy and other contexts. Inoue helps teachers have in mind the unintended racism that frequently occurs when teachers do not need explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places. | ASAO B. INOUE is Director of University Writing and Associate Professor of Interdisciplinary Arts and Sciences on the University of Washington Tacoma. He has published on writing assessment, validity, and composition pedagogy in Assessing Writing, The Journal of Writing Assessment, Composition Forum, and Research within the Teaching of English, among other journals and collections. His co-edited collection Race and Writing Assessment (2012) won the CCCC’s Outstanding Book Award for an edited collection.

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