Published In

Radical Teacher

Document Type

Article

Publication Date

2-2017

Subjects

Feminism and education, Inclusive education, Critical thinking -- Study and teaching, Critical pedagogy

Abstract

This essay offers readers a model for self-grading as a mechanism to catalyze liberatory learning. Drawing inspiration from the feminist and participatory pedagogical approaches of Paulo Freire, bell hooks, and Adrienne Rich, the author grounds this discussion within her disciplinary field and professional role, identifies key elements of the model and the teaching practice that surrounds it, and addresses the changed learning environment that has resulted from the implementation of this approach.

Description

This is an open access article. Copyright (c) 2017 Vicki L. Reitenauer. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.

Article is available at: http://dx.doi.org/10.5195/rt.2017.354

DOI

10.5195/rt.2017.354

Persistent Identifier

http://archives.pdx.edu/ds/psu/19289

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