Undoing schoolishness

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ID: 322096
2026
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Abstract
Abstract Almost every element of institutional education—schooling—involves socialization into linguistic practices, including regulations about who can speak, in what way, and when, as well as the consumption and production of specific school genres (textbooks, primers, multiple-choice tests, term papers, lab reports). Schooling limits modalities, participants, and audiences. It evaluates verbal production, in some cases rewarding abundance and in other cases prohibiting it. Schooling takes place in particular linguistic varieties and has “standards” about which varieties belong in which contexts, producing flawed educational and socially unequal outcomes. This chapter introduces some recent pedagogical approaches, including alternative assessment practices, such as ungrading, and alternative forms of text-production, which aim to decenter pedagogical focus on instructor evaluation, simultaneously interrogating the roles of teacher–student and expert–novice, and using the analytic lens of “schoolishness.”
Reference Key
openalex_W7170072528 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Susan D. Blum
Journal Oxford University Press eBooks
Year 2026
DOI
10.1093/oxfordhb/9780198873174.013.0022
URL
https://doi.org/10.1093/oxfordhb/9780198873174.013.0022
Keywords Keywords not found

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