Marking gender studies:the (Radical) value of creative-critical assessment

Kent, Miriam (2020) Marking gender studies:the (Radical) value of creative-critical assessment. Higher Education Pedagogies, 5 (1). pp. 61-89. ISSN 2375-2696

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Abstract

Feminist pedagogies have established the need to query power structures in terms of curriculum content and teaching praxis. However, the topic of student assessment poses difficulties: it is a means through which students’ performance is evaluated and quantified according to set institutionalised criteria that values particular forms of hegemonic knowledge. The following article presents a self-reflexive exploration of assessment within a Gender Studies module taught in the Autumn semesters of the 2017/18 and 2018/19 academic years at a UK university. The module was a core component of the institution’s MA in Gender Studies. This was an exciting opportunity to experiment with assessment styles corresponding to feminist pedagogies to help develop students’ and instructors’ disciplinary scope and explore the radical potential for creative-critical approaches to assessment. This article outlines some the challenges of employing alternative modes of learning and teaching from a feminist perspective and suggests some strategies to address these.

Item Type: Article
Uncontrolled Keywords: creative practice,creative-critical assessment,critical pedagogies,feminist pedagogies,gender studies,education ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School: Faculty of Arts and Humanities > School of Art, Media and American Studies
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Depositing User: LivePure Connector
Date Deposited: 03 Jul 2020 23:59
Last Modified: 29 Aug 2020 23:57
URI: https://ueaeprints.uea.ac.uk/id/eprint/75921
DOI: 10.1080/23752696.2020.1771611

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