Published In
Radical Teacher
Document Type
Article
Publication Date
3-2019
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.
Locate the Document
DOI
10.5195/rt.2019.612
Persistent Identifier
http://archives.pdx.edu/ds/psu/19289
Citation Details
Reitenauer, V. (2019). 'A Practice of Freedom': Self-grading for Liberatory Learning. Radical Teacher, Vol. 113, p. 103-105.
Included in
Curriculum and Social Inquiry Commons, Other Feminist, Gender, and Sexuality Studies Commons
Description
Copyright (c) 2019 Vicki L. Reitenauer.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The article was originally published in Radical Teacher, Vol. 107, p. 60-63 and can be found online: http://dx.doi.org/10.5195/rt.2017.354