Critical Pedagogy Is Too Big to Fail

Autor/in	Shor, Ira
Titel	Critical Pedagogy Is Too Big to Fail
Quelle	In: Journal of Basic Writing (CUNY), 28 (2009) 2, S.6-27 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0147-1635
Schlagwörter	Critical Theory; Writing (Composition); Grading; Stakeholders; Motivation Techniques; Performance Contracts; College Instruction; Writing Instruction; Student Evaluation; Evaluation Methods; Evaluation Criteria; Educational Philosophy; Social Class; Role of Education; Basic Writing; Writing Skills; Teacher Student Relationship; College Environment; Democracy + Suchen Sie Ihr Suchwort? Kritische Theorie; Schreibübung; Notengebung; Schulnote; Motivationsförderung; Leistungsvereinbarung; Hochschullehre; Schreibunterricht; Studentische Bewertung; Bildungsphilosophie; Erziehungsphilosophie; Social classes; Soziale Klasse; Bildungsauftrag; Writing skill; Schreibfertigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulumwelt; Demokratie
Abstract	This essay responds to Jane Danielewicz's and Peter Elbow's recent piece on contract grading in "College Composition and Communication" (December 2009). I discuss the similarities of their approach to my own contract process, finding that we share a quantitative/performative method for grading. I also explore our differences. While they guarantee students a B grade for meeting quantitative minimums and do not judge writing quality unless it is "better than B," I grade writing along the full spectrum A-F. I also negotiate the syllabus and grading system instead of announcing it unilaterally, so as to position students as stakeholders who co-author the terms of the contract. Finally, I argue the value of negotiated contracts in light of the neo-liberal capture of school and society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10