Designing Justice-Oriented Literacy Assessments through a Métissage of Digital Literacies Ethos and Inuit Perspectives (Poster 9)

• In Event: Crossing Boundaries and Forging New Paths in Digital Literacies Research

Abstract

There is a growing desire among many educators to decolonize literacy assessment practices, many of which have caused harm to historically marginalized communities. However, while decolonizing assessment aims to remove or undo colonial practices, what assessment practices can be used in their stead that foreground justice? In this chapter, we use Indigenous métissage as a counternarrative to traditional assessment practices, braiding strands of a digital literacies ethos with Inuit perspectives, to describe a process for designing justice-oriented literacy assessments. We will describe examples of combining the affordances of digital literacies with the principles of Inuit Qaujimajatuqangit—which encompass respect, relationality, inclusivity, consensus building, service, skills through practice, and resourcefulness—to demonstrate a form of psychometric-decolonization for designing assessments that empower students and advance social justice.

Authors

• Julie Corrigan, Concordia University - Montreal

• David Hendrik Slomp, University of Lethbridge

• Natasha MacDonald, Concordia University - Montreal