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2018
Volume 70, Issue 1
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

Acknowledging students’ and instructors’ desires for grades as affective carriers of achievement, belonging, and identity can move us beyond ideals of socially just assessment, making space for decolonizing action and explorations of how the classroom community and the field grapple with the dissonance between being a writer and being a student.

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/content/journals/10.58680/ccc201829783
2018-09-01
2023-11-29
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  • Article Type: Research Article
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