'Easy & Understanding': Everyone Has Power in This Space
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| Title: | 'Easy & Understanding': Everyone Has Power in This Space |
|---|---|
| Language: | English |
| Authors: | Kris Messer |
| Source: | Teaching English in the Two-Year College. 2024 52(1):44-69. |
| Availability: | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Student Empowerment, Student Participation, Curriculum Development, Sense of Belonging, Grading, Independent Study, Writing (Composition), Community College Students, Trust (Psychology), Learning Management Systems |
| Geographic Terms: | Maryland (Baltimore) |
| DOI: | 10.58680/tetyc202452144 |
| ISSN: | 0098-6291 1943-2356 |
| Abstract: | When we offer students engagement in the creation of the course, not only do we acknowledge that those in culturally minoritized positions are adept at deploying the same skills we seek to teach, but also we show that their lived experiences are valuable, necessary, and desirable within the classroom. This recognition opens a space in which students not only feel a sense of belonging but also create the terms of belonging. This article shares an evolving five-year and running process and offers an overview of how a community-based assessment practice grew from adapting (with students) labor-based grading coupled with self-directed writing. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465916 |
| Database: | ERIC |
| Abstract: | When we offer students engagement in the creation of the course, not only do we acknowledge that those in culturally minoritized positions are adept at deploying the same skills we seek to teach, but also we show that their lived experiences are valuable, necessary, and desirable within the classroom. This recognition opens a space in which students not only feel a sense of belonging but also create the terms of belonging. This article shares an evolving five-year and running process and offers an overview of how a community-based assessment practice grew from adapting (with students) labor-based grading coupled with self-directed writing. |
|---|---|
| ISSN: | 0098-6291 1943-2356 |
| DOI: | 10.58680/tetyc202452144 |
