Un/learning grading
A collaborative autie-ethnographic exploration of unlearning an institutional impulse to grade
Bibliographic Data
| ID | 21539628 |
|---|---|
| Authors | Corey Reutlinger (0000-0001-9596-2314, University of Nebraska at Omaha, corresponding author), Lore/tta Lemaster (0000-0002-8378-5821, University of Toronto) |
| Year | 2026 |
| Volume | 75 |
| Issue | 2 |
| Pages | 178-198 |
| Publication date | 2026-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Communication Education (JOURNAL) |
| Journal identifiers | ISSN: 0363-4523 • E-ISSN: 1479-5795 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03634523.2025.2593231 |
| OpenAlex | W4417132331 |
| Language | EN |
| References cited | 49 |
This collaborative autie-ethnography deliberately centers labor—in and beyond the classroom—to call for coalitional theorizations of teaching that labor toward our collective survival and wellness from the perspective of neurodivergent thinking, writing, and worlding critical communication pedagogy (CCP), otherwise. The current study interrogates institutional impulses to act in accordance with organizational norms and often against our political commitments as pedagogues committed to intersectional social justice. To model our efforts, we reflect on the intentional act of shifting to an ungrading model with specific focus on: (1) theorizing cross-rank means of facilitating change in critical commune as neurodivergent teacher-learners and (2) the felt sensation of unlearning the institutional impulse to grade at all
Higher education · Research methodology · Teaching method · Educational Theory and Curriculum Studies · Indigenous and Place-Based Education · Innovative Education and Learning Practices
Critical Communication Pedagogy
Educating Unruly Bodies
Spectacles of Race and Pedagogies of Denial
Phantasms in the Halls
Misfits and ecological saints
“Is it because I’m international?”
Covid as a catalyst
Doing It
Toward a Critical ASD Pedagogy of Insight
Refusing a compulsory want for revenge, or, teaching against retributive justice with liberatory pedagogy
Collaborative performances of and toward survival in the communication classroom and beyond
Learning from and Mentoring the Undocumented AB540 Student
Performing (Dis)Ability in the Classroom
Laboring toward a critical methodpraxis of care
Performance
Unlearning cisheteronormativity at the intersections of difference
Toward a pedagogy of solidarity
Naming Our Sexual and Sexualized Bodies in the Classroom
The Bodymind Problem and the Possibilities of Pain
Teaching Is Performance
Composing Sensory Neurodiverse Pedagogies Using Score Analysis
Contesting Neoliberalism Through Critical Pedagogy, Intersectional Reflexivity, and Personal Narrative
Ethics in Autoethnography and Collaborative Autoethnography
Articulating Sensory Sensitivity
| Citation velocity | historical |
|---|---|
| Highly cited | No |