Writing Assessment and Responsibility for Colonialism
Document Type
Book Chapter
Publication Date
2-10-2018
Publisher
University Press of Colorado
Abstract
Research Problem: Recent writing assessment scholarship promotes the goals of fairness and social justice. As part of this aim, scholars and practitioners should more fully address colonial relations between U.S. postsecondary institutions and the effects of these relations on first-year writing programs.
Research Questions: How can writing programs—especially at institutions that specifically recruit international students—begin to investigate and accept shared responsibility for ameliorating colonialism, inluding linguistic imperialism?
Literature Review: Building on the social connection model of responsibility (Young, 2011) and its application to writing assessment methodology (Poe & Inoue, 2016), I argue writing programs have power and interest in decolonial projects, namely the project of redressing linguistic imperialism. Scholarship in Writing Studies demonstrates an interest and belief in our power to undermine linguistic imperialism, evidenced by a tradition of scholarship advocating for linguistic inclusiveness. This estimable history includes milestones in national language policy statements, as well as a rich body of scholarship that includes advocacy for linguistically inclusive writing pedagogies. However, recent trends in the internationalization of U.S. postsecondary education suggest a particular need to pay attention to the concept of “English language proficiency,” especially given that U.S. postsecondary institutions tend to increase internationalization in tandem with declining state support, and to use Intensive English Programs as sources of revenue.
Methodology: The overarching goal of this study is to produce knowledge that others can use to more fully share responsibility for the social justice problem of colonialism. The chapter presents a thought experiment (Kuhn, 1964/1977) that draws from FYW placement data at a doctoral-granting university—Three Fires State University. To show how Three Fires State University can begin to accept responsibility for colonialism, this thought experiment provides a decision tree, which maps the complexities of FYW placement at Three Fires State University. After outlining the technical features of FYW placement, I provide a disparate impact analysis (Poe et al., 2014) using placement data Three Fires State University gathered in Spring 2015.
Conclusions: The thought experiment involving FYW placement at Three Fires State University reveals how the theoretical model allows English linguistic imperialism to flourish. Moreover, placement data suggested evidence of adverse impact for international students. Precisely mapping the technical details of placement, however, also reveals ways FYW programs can investigate and begin to share responsibility for colonialism.
Qualifications: The focus in this chapter is on possible colonial relations between writing programs in U.S. post-secondary institutions and international students. However, there is still work to be done addressing the colonial relations between writing programs in U.S. post-secondary education, and indigenous peoples as well as other colonially disenfranchised groups.
Directions for Further Study: Additional studies can help contribute to a larger, and more specific repertoire of research practices for decolonizing writing assessment research.
Chapter of
Writing Assessment, Social Justice, and the Advancement of Opportunity
Editor
Mya Poe
Asao B. Inoue
Norbert Elliot
Recommended Citation
Gomes, M. (2018). “Writing Assessment and Responsibility for Colonialism.” In M. Poe, A. B. Inoue, and N. Elliot. Writing Assessment, Social Justice, and Advancement of Opportunity (pp. 203-227). Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado. https://doi.org/10.37514/PER-B.2018.0155.2.06
