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Grading with Compassion: Transposing the Tensionality of Lived and Planned Assessment
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- Author(s) / Creator(s)
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Growing anxiety, disconnection with the environment, and the prospect of school and work as endless competition seem to characterize some of the more damaging elements of contemporary society. In an educational system that overvalues competition and compartmentalization, where are the spaces for teachers to demonstrate care? In this paper, within the local landscape of teaching as mapped out in current curriculum documents provided by Alberta Education, I consider the pedagogical and ethical obligation of tending to the student-teacher relationship as one of care. Through an autoethnographic examination of memory and curriculum towards a teaching practice of care and forgiveness, I examine past encounters with the emotional work of assessment in order to map the culture and place of assessment in the ecology of English Education, particularly as guided by the Alberta Senior High English Language Arts Program of Studies. Through this research, I have gained insight into the possibilities of care and mindfulness as a Senior High English teacher, operating within the current constraints of the contemporary educational system.
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- Date created
- 2016-08-15
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- Subjects / Keywords
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- Type of Item
- Report