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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.
References
Freire, Paulo. Education: The Practice of Freedom. London: Writers and Readers Ltd., 1976.
hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.
Lorde, Audre. “The Transformation of Silence into Language and Action.” Sister Outsider: Essays and Speeches. Berkeley, CA: Crossing Press, 2007, pp. 40-44.
Rich, Adrienne. “Claiming an Education.” Isites Harvard,
isites.harvard.edu/fs/docs/icb.topic469725.files/RichClaiming%20an%20Education-1.pdf. Accessed 11 Mar. 2016.