Mainstreaming Culturally-grounded Evaluation Processes, Evaluative Thinking, and Reflective Practice in Higher Education
To what extent are curricular, cocurricular, pedagogical, and other intervention activities breathing life into the success vision for all students? To answer this question, one needs to be responsive to the ways in which, and the extent to which, evaluative judgments resonate with the meaning-making and the lived realities of those who are assessed. Workshop participants will examine how to better understand related systemic processes of asymmetric power relations and privilege and not simply awareness and knowledge of difference and diversity. More specifically, we will discuss in what ways and to what extent sociocultural diversity is associated with patterned differences in access, resource opportunities, and life chances.