Feminism and education, Inclusive education, Critical thinking -- Study and teaching, Critical pedagogy
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
Reitenauer, V. (2019). 'A Practice of Freedom': Self-grading for Liberatory Learning. Radical Teacher, Vol. 113, p. 103-105.