Abstracts
Abstract
This conceptual paper extends the Re-imagining Literacies Assessment knowledge mobilization project and its goals of undoing, decolonizing, liberating, and righting assessment, explored through examples of assessment-in-use in classrooms with young children, a Cree language immersion program, anti-racist writing pedagogy, and research in reading instruction and assessment. In conversation with one another, three assemblings of stories, relations, complications, and questions are presented, drawing attention to assessment in relation to noticing, positioning, and dis/re/connecting. Undoing, decolonizing, liberating, and righting become concepts to use in thinking through the use of assessment and in proposing urgent and emergent questions, practices, and possibilities for students and teachers.
Keywords:
- literacies pedagogies,
- assessment,
- equity,
- decolonizing,
- writing,
- reading
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Appendices
Biographical notes
Michelle Honeyford is an Associate Professor in Language and Literacy in the Faculty of Education at the University of Manitoba, where her research is deeply enmeshed in collaborative pedagogical inquiries committed to social justice, equity, diversity, and anti-oppressive practices in curriculum, teaching, and learning. Michelle’s work draws upon sociomaterial, transcultural, decolonial, multimodal, and critical theories, with current projects in areas of post-qualitative sociomaterial practitioner inquiry methodologies, place-writing, and assessment. She is the co-founding director of the Manitoba Writing Project.
Jennifer Watt is an Assistant Professor at the University of Manitoba in the Faculty of Education. Her research focuses on the complexities of how literacies contribute to well-being and well-becoming of students, teachers, and communities in and out of schools. In her most recent work, Jen is exploring how critical feminist media literacy education in the K-12 system can interrupt and confront the many ways that gender based sexual violence is promoted, perpetuated, performed, and protected in popular media and society. Jen also frequently collaborates with teachers in Manitoba on place-writing and place-walking research and pedagogical initiatives through her role as Co-Director of the Manitoba Writing Project.