Labour-Based Grading: An Attempt to Decolonize

Abstract

In this article, the author describes an attempt to decolonize the assignment and grading process in one course through labour-based grading. Labour-based grading, first described by Inoue, is used to assist in reducing teacher bias and is an act of social justice. It focuses on the learning process and not only the final product. The way the author modified labour-based grading for this course is noted. A brief discussion about the purpose for decolonizing and the importance of recognizing postsecondary student wellness is provided. Student voice is offered through the qualitative scholarship of teaching and learning research methodology.