Keeping Receipts: Thoughts on Ungrading from a Black Woman Professor
We can't ignore the fact that our identities impact the way we teach and the ways students respond to our teaching. Laila McCloud's piece takes an honest look at how her identity as a Black woman affects her grading practice, prompting important reflections for all practitioners of collaborative grading.
However, the discourse around ungrading as a liberatory pedagogical practice has ignored the ways that white supremacy and whiteness impact its implementation. I enter this conversation as a Black woman professor who uses ungrading, and I want to note my experience with its limitations...For Black faculty like myself who identify as critical pedagogues, there is a tension between institutional expectations of our bodies and our desire to create learning environments that affirm the full complexity of the students we teach.