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'Easy & Understanding': Everyone Has Power in This Space

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Bibliographic Details
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
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  Data: 'Easy & Understanding': Everyone Has Power in This Space
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  Data: 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
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  Data: 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.
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        Type: general
      – SubjectFull: Student Participation
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Grading
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      – SubjectFull: Independent Study
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      – SubjectFull: Maryland (Baltimore)
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      – TitleFull: 'Easy & Understanding': Everyone Has Power in This Space
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