Degrees of change
The promise of anti-racist assessment
Bibliographic Data
| ID | 16948274 |
|---|---|
| Authors | Melissa J Green (0000-0002-9361-4874, The Open University, corresponding author), Melissa Green (0000-0002-8127-5932), Claire Malcolm (0009-0000-0195-4672, The Open University, corresponding author) |
| Year | 2023 |
| Volume | 8 |
| Pages | 972036-972036 |
| Publication date | 2023-10-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Sociology (JOURNAL) |
| Journal identifiers | ISSN: 2297-7775 • E-ISSN: 2297-7775 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fsoc.2023.972036 |
| PMID | 37868089 |
| OpenAlex | W4387402706 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
Assessment practices in Higher Education remain beholden to the twin pillars of neoliberal economic orthodoxy and White supremacy. The former has given rise to the modularization and commodification of education, wherein student performance is measured according to narrow and often meaningless metrics that foster and maintain ineffective assessment mechanisms. The latter imbues those metrics with a deference to, and valorization of, “Whiteness” as a marker of success, and this manifests in persistent awarding gaps across the sector. Critical Race Theory elucidates the ways in which the “banking model” of education and assessment is implicated in a history of colonial oppression that underpins contemporary experiences of marginalization for racially minoritized students. Furthermore, the rapid proliferation of Artificial Intelligence programs is now throwing into sharp relief the fact that traditional forms of assessment are no longer functional even on their own flawed terms. The authors argue that, at this critical juncture, Anti-Racist assessment, which not only exposes and problematizes racism itself but also embeds formative feedback, drafting, collaboration, and creativity into assessment practices, offers a practical solution that can reconceptualize ‘academic excellence’ and help to identify and support a different kind of ‘good student’, reshaping the employability agenda as a force for good and reclaiming the democratizing potential of Higher Education
Commodification · Critical race theory · Deference · Economics · Excellence · Formative assessment · Higher education · Meritocracy · Oppression · Pedagogy · Political economy · Political science · Racism · Sociology · White supremacy · Critical Race Theory in Education · Gender Studies · Higher Education Practises and Engagement · Law · Student Assessment and Feedback
Institutionalised whiteness, racial microaggressions and black bodies out of place in Higher Education
The Culturally Engaging Campus Environments (Cece) Model
Chapter 1
Brown v. Board of Education and the Interest-Convergence Dilemma
Handbook of theory and research for the sociology of education
Struggling for the anti-racist university
Metric Power and the Academic Self
Anti-racist scholar-activism
Toward a Critical Race Theory of Education
Whose culture has capital? A critical race theory discussion of community cultural wealth
Integrative assessment
An assessment arms race and its fallout
Assessment for social justice
ChatGPT
Bolt-holes and breathing spaces in the system
On (not) being the master’s tools
Reproduction in Education, Society and Culture
Navigating the neoliberal university
Breakin’ Down Whiteness in Antiracist Teaching
Black Feminist Thought
Education policy as an act of white supremacy
Reimagining curricula
The Nonperformativity of Antiracism
Decolonizing Methodologies
Un/masking Identity
Critical Race Methodology
Epistemic modalities of racialised knowledge production in the Swedish academy
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |