Date of Award

4-4-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Department of English

First Advisor

Julie M Jung

Second Advisor

Angela M Haas

Abstract

This dissertation is concerned with the context in which assessments are conceptualized and designed, with the implications of assessment for its participants and their communities, and with the institution of assessment—its claims, its values and practices, its relationships to power. With this in mind, in this project I will propose decolonization as a framework through which to: 1) recognize, witness, and address the complicit nature of assessment practices in maintaining “normal;” 2) disrupt and redress the slow violences of assessment in rhetoric, composition, and technical communication studies; 3) reimagine assessment through decolonial methodology, research methods, and assessment pedagogy with the intention of decolonizing pedagogical spaces and places. In these ways, this dissertation will extend existing scholarship in rhetoric, composition, and technical communication, creating more space to confront, witness, and redress colonialism.

Comments

Imported from Dooley_ilstu_0092E_12390.pdf

DOI

https://doi.org/10.30707/ETD2023.20231004061828132295.999983

Page Count

166

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