Ungrading inspects the inequities of schooling, asks hard questions of the structures of our schools, and offers a critique of the labor conditions for teachers at all levels of education.| Jesse Stommel
Ungrading is an equitable practice because grades do harm. And marginalized students are the ones most harmed by grades. Finding ways to reduce that harm is imperative if equity or justice is our goal.| Jesse Stommel
For ungrading to be equitable, we can’t merely ask students to grade themselves, but must work together with students to interrogate and dismantle grades as a system.| Jesse Stommel
The work of ungrading is to ask questions, have hard conversations, point to the fundamental inequities of grades, push for systemic change, and to mitigate or obstruct the harm of grading.| Jesse Stommel
Resilient pedagogy means acknowledging that not all students will be able to meet us exactly where our institutions expect them to, and teachers won’t always be able to meet students exactly there either.| Jesse Stommel
Educational institutions are spaces for learning, but more specifically, they are spaces for social learning. And so our role as educators and administrators of educational institutions has to be focused on building community in addition to offering courses, designing curriculum, and credentialing.| Jesse Stommel
“Let us show a little more compassion in our caring, an important lesson that this book advocates” (2024, 289). Like much of Kathryn Waddington and Bryan Bonaparte’s previous work, this book offers numerous practical insights into teaching with compassion at the University level. This collection of chapters engages with three overarching questions:| Social Epistemology Review and Reply Collective
Even a system that invites subversiveness, like Domain of One's Own, can't single-handedly dismantle the institutionalized hierarchies of education.| Jesse Stommel