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Toward an Antiracist Assessment Ecology: Dialogical Conferencing

Toward an Antiracist Assessment Ecology: Dialogical Conferencing

Nayelee Villanueva, Amanda Carter
Copyright: © 2022 |Pages: 24
ISBN13: 9781668437452|ISBN10: 1668437457|EISBN13: 9781668437469
DOI: 10.4018/978-1-6684-3745-2.ch016
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MLA

Villanueva, Nayelee, and Amanda Carter. "Toward an Antiracist Assessment Ecology: Dialogical Conferencing." Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching, edited by Tracey S. Hodges, IGI Global, 2022, pp. 314-337. https://doi.org/10.4018/978-1-6684-3745-2.ch016

APA

Villanueva, N. & Carter, A. (2022). Toward an Antiracist Assessment Ecology: Dialogical Conferencing. In T. Hodges (Ed.), Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching (pp. 314-337). IGI Global. https://doi.org/10.4018/978-1-6684-3745-2.ch016

Chicago

Villanueva, Nayelee, and Amanda Carter. "Toward an Antiracist Assessment Ecology: Dialogical Conferencing." In Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching, edited by Tracey S. Hodges, 314-337. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3745-2.ch016

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Abstract

Through our language standards and judgements, white language dominance is encouraged because they stem historically from a white racial formation in the Western world. The purpose of this chapter is to contribute to the discussion of how these habits of white language (HOWL) are found in traditional writing assessment practices and feedback. This chapter focuses on deconstructing and reconstructing Brown's approach to instructor-student conferencing (ISC) as feedback to student writing and reframes the ISC conference through an antiracist and dialogic pedagogy where student conferences become a space that decenter HOWL and emphasize students' rights to their own language and languaging. This chapter presents a dialogic framework and critical reflection questions for writing instructors that aims to promote more equitable writing assessment and feedback via the dialogical writing conference.

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