Posted on 03/05/2021 1:45:43 PM PST by grundle
An Arizona State University Associate Dean penned a 358-page book detailing how grading studentâs writing is a form of racism and white supremacy.
In a book titled âLabor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom,â professor Asao Inoue encourages teachers to ditch grading for a âlabor-basedâ grading system wherein students earn grades based on their effort. The quality of a studentâs writing would not help or hinder their course grade.
âThis book focuses on one kind of grading contract, one that calculates final course grades purely by the labor students complete, not by any judgments of the quality of their writing,â Inoue writes. âWhile the qualities of student writing is still at the center of the classroom and feedback, it has no bearing on the course grade.â
Near the beginning of the document, the author admits that the theory of âlabor-basedâ grading is rooted in critical race theory. Critical race theory is the idea that America is rooted in racism as are the systems of modern American society.
Critical race theory contributed to Inoueâs idea that ranking things is a system rooted in racism. Because grading is a form of ranking, grading must also be a racist idea. In his book, Inoue dubbed grading and the education system writ large âracistâ for their connections to ranking.
âRanking is a part of a much longer racist, and White supremacist, tradition in Western intellectual history,â Inoue writes. âRanking has been deeply embedded in racist thinking, discourses, and logics, mainly because it has been deployed as a way to justify a number of racist, empirical, and colonial projects over the last four hundred years.â
The author claims that âeducation at all levels has been and still is a part of these racist projectsâ as well.
The crux of the authorâs argument is that grading calls for student uniformity and high-quality completed assignments, both of which are allegedly racist ideas.
âGrading literacy performances by a single standard for so-called quality is racist and promotes white language supremacy,â the author writes. âBecause all grading and assessment exist within systems that uphold singular, dominant standards that are racist, and White supremacist when used uniformly. This problem is present in any grading system that incorporates a standard, no matter who is judging, no matter the particulars of the standard.â
According to the book, grading allegedly perpetuates âwhite language supremacyâ in schools. Nearly every U.S. school requires children to speak and write in proper English during English and literacy classes. According to the author, holding students to that standard is racist.
âThe traditional purposes and methods used for grading writing turn out to be de facto racist and White supremacist,â Inoue writes. âGrading by a standard, thus, is how White language supremacy is perpetuated in schools.â
Teachers who use regular grading systems and ask all of their students to use proper English in English class are also deemed racist to the author. The author does not dub them âbad people,â just people who directly contribute to societyâs alleged âracist status quo.â
âIn our current society and educational systems, regardless of who you are, where you came from, or what your intentions or motives are as a teacher, if you use a single standard to grade studentsâ language performances, you are directly contributing to the racist status quo in schools and society,â Inoue writes.
The book also touches on the âwhite racial habitusâ which are societal norms that the author considers implicit in white people. Speaking proper English is considered a âwhite racial habitus.â According to the book, all things that are derived from the âwhite racial habitusâ are inherently âwhite supremacist.â
âAll standards for good writing are deeply informed by a White racial habitus, which makes grading by such standards White supremacist,â Inoue writes.
The âwhite racial habitusâ is also how teachers allegedly perpetuate âWhite language supremacy.â The author says that English is derived from white people, which means itâs inherently white and racist.
âBecause we live in a White-dominant society, and our dominant Englishes have historical White racial roots in White racial formations in the US, coming from White Racial habitus,â the book reads.
At one point, Inoue goes as far as to call upholding grading systems a âslave-making mechanism.â âAll the ways we judge language, even by well-intentioned teachers, are almost always racist and slave-making, almost always White supremacist,â Inoue said.
The author justifies this claim with the example that white students get ahead in English class because they allegedly have an âunearned privilegeâ of speaking proper English.
According to his blog, Inoue identifies as a Japanese man because his father is of Japanese descent, though he was born in Hawaii. His mother is white with links to Eastern Europe. He received both his bachelorâs and his masterâs degrees from Oregon State University and his Ph.D. from Washington State University.
In an anecdote, Inoue claims that he lived in an âexplicitly racist worldâ because he got a B in an English class while getting Aâs in other, more advanced, classes. He claims that his racial composition attributed to his average grade in a high school English class.
âI lived in an explicitly racist world. The racism was very present to me,â Inoue wrote. âDuring my Freshman year of high school, I got an A in honors French and every other class I took, yet received a B (not a B+) in English, not honors English, regular English. How was this possible? What was I doing wrong? Apparently, nothing. It was me, my habitus. I knew this but didnât want to admit, admit that my language and body were being judged together.â
The word âsolutionâ is used just three times in the 358-paged book. The only solution appears to be getting rid of grading systems that judge students for their work and accepting the work of âraciolinguistically diverse students.â
In the book, Inoue specifically addresses that âlabor-based gradingâ is how professors and teachers can enact their âsocial justice agendaâ into the classroom.
Inoue directed The Daily Wire to his book for all questions and comments.
The nice thing about these people is that there is no longer any reason to reply. Their stupidity is in a positive feedback loop and keeps increasing each time through until both cells of their brains will eventually blow up. Hopefully, we can video it and it’ll go mega viral.
By extension, writing a 358 page book on the subject is racist. Especially if he wrote coherently and with out spelling errors.
At least you can be certain that your future heart surgeon is not a racist, and he probably doesn’t send mean tweets out. Anyway, I’m sure there will be an app to guide them with the knife . . . it can’t be more difficult than adjusting a carburetor, right?
Quality is racist. Got it?
This is him. He commonly goes by the name "Tad".
Most 20-somethings don't know what a carburetor is, let alone how to adjust one, so I don't have high hopes.
Oh, and liability, schmilability!
Only in Universities.
Unfortunately Universities are where these crazy ideas originate that later wend their ways into our society and cause such destruction.
Regards,
You forget the golden “woke” rule: only White people are racist; No other race can be racist even if they tried. Therefore, the assoc. Dean is not racist for using “white” grammar.
They will never stop until they destroy us.
Close the university—no need for it anymore.
If everyone is going to be a total idiot, the state might as well save some money.
358 pages of Toxic Dumbassary
He takes a very creditable idea — that grading should be based more than it has been on effort (Lord knows encouraging any effort at all on the part of today’s youth is a good idea) — and then sinks the worthwhile notion in a sea of social justice nonsense.
Fail.
Do cars even have carburetors anymore?
Only the “classic” ones.
Of course, it is. Everything that measures a person’s mental abilities is racists. And by declaring all such mental abilities racist, they are engaging in “the soft racism of low expectations” by claiming that black kids are unable to compete effectively against white kids.
Reminds me of the Airplane! scene: “I speak Jive”.
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