Reimagining Grading Practices: Exploring Indigenous Perspectives and Commons-Based Peer Production as Poststructural Solutions

Potential Abstract: This research article investigates the potential of commons-based peer production and poststructural approaches to address the limitations of traditional grading practices within indigenous education contexts. Drawing on the principles of indigenous knowledge systems and the transformative possibilities inherent in commons-based peer production, this study examines the ways in which alternative assessment practices can be integrated into educational systems, fostering more equitable and empowering learning environments. By deconstructing the dominant grading paradigm, this research aims to challenge the oppressive nature of traditional grading systems and explore new possibilities for evaluating student achievement.

This study embraces a poststructural theoretical framework that recognizes the constructed nature of knowledge and acknowledges the intersecting power dynamics that shape educational practices. By centering indigenous perspectives, this research seeks to disrupt Eurocentric notions of assessment and grading, which often marginalize indigenous students and their ways of knowing. Through an analysis of relevant literature, critical examination of existing grading practices, and engagement with indigenous communities, this research explores the potential for transformative change within educational systems.

The study employs a mixed-methods approach, combining surveys, interviews, and document analysis to gather data from students, educators, administrators, and community members. By examining the experiences and perspectives of these stakeholders, this research aims to understand the challenges and opportunities associated with implementing commons-based peer production as a poststructural solution to grading in indigenous education.

The findings of this study will contribute to the broader field of education research by providing insights into alternative assessment practices that challenge existing power structures and promote educational equity. This research also has the potential to inform policy and practice, offering recommendations for educators and administrators seeking to reimagine grading practices to better serve indigenous students.

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