Assessment for Social Justice (McArthur, 2015) has its antecedence in the literature on assessment for learning. It builds on the simple idea that if assessment is a key driver of what and how students learn, then it is also pivotal to aspirations for greater social justice within and through higher education. Assessment for Social Justice considers the relationship between assessment and social justice from two inter-related perspectives. Firstly, the extent to which assessment policies and practices within higher education may be considered socially just. Secondly, the extent to which such policies and practices contribute to student learning in such a way as to promote socially just dispositions, engagement with knowledge and other practices in students’ ongoing social and professional lives.
In this seminar I begin by considering alternative theories of social justice and how these raise different issues about what might be considered just in an assessment context. I then focus in on the work of critical theorist, Axel Honneth, and his notion of social justice through mutual recognition. I argue for a reconceptualization of what assessment can and should entail using this idea of mutual recognition. While my focus is largely on higher education, general issues raised and discussed are likely relevant to other sectors as well.
All are welcome to attend. Please contact Dee Daglish for further information.Add to my calendar