Review of Antiracist Writing Assessment Ecologies: Teaching and assessing for a socially just future

Experienced writing instructors are familiar with the all-too-common narrative students tell: they hate writing, or they enjoy writing, but not for academic purposes.  In Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future, Asao B. Inoue asserts that this narrative is a result of widespread racism present in hegemonic writing assessments.  Also, Inoue argues that many current writing programs attempt to avoid racism altogether, an act he calls “complicity in disguise” (24).  If his intended audience—writing instructors, WPAs, and graduate students—can see his argument as a pedagogical challenge, and not an indictment on teaching the academic discourse, then they may gain new awareness about the value of diverse discourses.

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About the author

Christine Watson teaches in Biola University’s English Writing Program and is currently working on her doctorate in higher education at Azusa Pacific University. She researches the challenges faced by historically underserved student populations, as well as instructional design models exploring how writing practices transfer across disciplinary boundaries. She has also served as assistant co-director of the writing program and coordinates its annual high impact practice, the Celebration of Student Writing.